f I O fCP / - L ,fi storage Introduction, v ; remarks on tables of statistics, ix-cxvii ; school- superintendence, cxvii-cxxiii ; cost of education and police, cxxiv, cxxv ; xentilation of school-houses, cxxv-cxxxiii ; women as school- officers, cxxxiii, cxxxiv ; the education of women, cxxxiv-cxliv ; the Vienna Exposition, cxliv-clii ; European tour, clii ; latest sta¬ tistics of education in foreign countries, cliii-clxxv; office-corre¬ spondence, clxxvi ; recommendations, clxxvi ; conclusion, clxxvii. Appendix . Abstracts of the official reports of school-officers of States, Territories, and cities, with other additional information . . Education among the Indians. . Educational work of Sunday-schools and foreign missions . Educational conyeutions and institutes . . Special aPvTicles . Art-education . On the instruction of deaf-mutes . i. Industrial training for girls, with practical lessons in household-econ¬ omies, as taught in Germany . . . Statistics of education fou the year 1873 . Tadle I. School-systems of the States and Territories . II. School-statistics of cities . . . . III. Statistics of normal schools . IV. Statistics of commercial and business-colleges . V. Statistics of institutions for secondary instruction . VI. Statistics of preparatory schools . . . VII. Statistics of institutions for the superior instruction of wo¬ men . ' VIII. Statistics of universities and colleges . . . 1-850 3-46S 469-480 481-482 483-491 493-508 495-493 499-504 505-508 510-850 510-513 514-572 573-580 581-585 586-643 644-649 650-662 663-683 IX. Statistics of schools of science . 684-691 X. Statistics of schools of theology . 692-699 XI. Statistics of schools of law . 700-703 XII. Statistics of schools of medicine, of dentistry, and of phar¬ macy . . . 704-711 XIII. Degrees conferred in all classes of educational institutions.. 712-727 » XIV. Summary of examinations for admission to the United States Military and Naval Academies . 728 XV. Statistics of libraries . 729-749 XVI. Statistics of increase in libraries . 750-763 XVII. Statistics of museums of natural history . 764-769 XVIII. Statistics of museums of art and archieology . 770-773 XIX. Statistics of institutions for the deaf and dumb . 774-777 XX. Statistics of institutions for the blind . 778-779 XXI. Statistics of orphan-asylums . 780-799 XXII. Statistics of reform-schools . 800-804 IV CONTENTS. I » • Statistics of education for the a^ear 1873— Continued. I TaiI^ XXIII. Statistics of schools and asylums for feeble-minded } : children . 805 ; L XXIV. Statistics of educational benefactions . 80G-8‘25 '] Y ■ XXV. Publications, educational, historical, &c . 826-845 . _ XXVI. Statistics of Kindergarten . . 846-849 XXVII. Improvements in school-furniture, &c . 850 Index to report and accompanying papers ... - . - . T ....... . 851-570 ERRATA. Page xli, last line : read 57,615, instead of 517,615. Page Ixi, seventh line : read advancing, instead of advances. Page Ixxv, sixteenth line : read Xenoj)hon, instead of Zenophon. Page xcii, thirty-first line : read Anatomy, instead of Analysis. Page xciv, forty-fourth line : insert an asterisk at the end. Page cxv, forty-fifth line: read JowetPs, instead of JowelPs. Page cxlvi, thirty-first line : read 430, instead of 30. Page 104, eleventh line, and wherever else observed : read Theological, instead of Theologic. Page 170, third line, and wherever else observed : read technical, instead of technic. Page 181, fortieth line, and wherever else observed : read clerical, instead of cleric. Page 238, fortieth line, and wherever else similarly used : read classical, instead of classic. Page 366, tenth line, and wherever else observed : read chemical, instead of chemic. Page 707, fifth line, and elsewhere in Table No. XII: read III. — Pharmaceutical, instead of 4. Pharmaceutic. Page 712, first line, and elsewhere in Table No. XIII : omit, (Universities, colleges, &c.) Pages 720 and 721, opposite Lafayette College : omit all numbers in columns 3, 6, 8 and 26. Page 826, first line, and wherever else similarly used : read historical, instead of historic. REFORT Department of the Interior, Bureau of Education, JJ'ashington, D. C., Novcniber 15, 1873. Sir : I have the honor to submit my fourth annual report. The disasters -which have fallen upon the finances and industries in portions of the country have, in some in¬ stances, embarrassed the progress of education by delaying the payment of teachers and by depriving many poor children of the opportunity of attending school ; but, on the whole, the year has been one of substantial progress in this important interest. Especially is this true as respects the work assigned this Office. The facts now ready for use iiresent, as respects amount, definiteness, and freshness, a striking contrast to the condition of educational information when my first report was commenced, in 1870. Doubtless we cannot expect that the result of efforts in this direction for any year will be wholly satisfactory until every child is brought under the influence of element¬ ary instruction and there is a sufficient number of youth in the secondary, superior, and special grades of training to assure the progress of the Eepublic in the improve¬ ment of all its vast opportunities. At present, however, these facts cannot be fully, accurately, and promptly collated ; yet any report of them must carry with it a certain useful impression, as it reveals the extent of ignorance that prevails in quarters and the evils that flow from it to individ¬ uals, society, and the state. It is of interest to the sailor to know whether his chart and his observations enable him to compute accurately his position and bearings. It is of no less consequence to the patriot to know whether his country is responding to the necessary conditions of growth and perpetuity. This he can never knov/ if he leaves out of view what is transpiring with the rising generation. He may compare the facts relating to the material condition of his country with those respecting ether national¬ ities, and may find them flattering to his pride ; and yet, if he has not taken into con¬ sideration the educational factors — the efforts for the culture of the young — and their effects, and the other facts which may be definitely known, showing whether ignorance or intelligence, vice or virtue, crime or justice, honesty or dishonesty, are on the in¬ crease, he has left out the one element most essential to a correct conclusion. Commerce, industry, legislation, and administration would go back towards barbarism, if the care of the young were neglected for a single generation. The lack of these data for our whole country has for a long period been a standing complaint among students of American civilization. No officer could make satisfactory replies to foreign inquir¬ ies. No statesman could find facts for the formation of his opinions or the guidance of his conduct. There was much pompous boasting of American intelligence, but nobody could exactly describe it. , The most eminent investigators in this field had confessed their embarrassment. The demand for something comprehensive and complete was increasing from every quarter and every interest. Leading minds in other countries, as they saw the restored Union rise above the commotions which had been thought by monarchists certainly fatal to it and to republicanism, more universally accepted education as the primal cause of national safety as well as of national progress and in this belief came here to study it anew. At the same time the transition through which our own society was passing, especially in those sections where slavery had been abolished, increased the public solicitude in this direction. The desire for information was not satisfied with the VI REPORT OF TI-IE COilMISSIOXER OF EDUCATIOX. oi)inioiis of the most eminent educators, nor with local experiences, records, and statis¬ tics, nor v. itli the widest theoretical generalization. Almost every one who endeavored to understand the diverse facts in connection with education in tljis country complained of the lack of a general summary. Great and noble efforts had been made to sup^dy this desideratum; particular features, methods, or systems had been exj^mined ; some very valuable sjiecial statements had been pub¬ lished; but there was no report for my guidance. There was not anywhere in exist¬ ence any complete list of colleges, academies, or high schools ; there was no summary of the w'ork accomplished by the several State- and city-systems. Forty years ago, Jared Sparks had sought to make out a list of colleges, to show the annual work done by them ; thirty-five years ago. Dr. Henry Barnard secured the insertion of some inquiries respecting the intelligence of the people in the schedules of the census; yet, in 1870, when engaged on my first rei^ort, I was told by persons of great intelligence that they considered the reports of Dr. Fraser andM. Hippeau the best to be found on the subject of xVmerican education. The preparation of the report for that year was like cutting a path through an untrodden forest. The law indeed required this Office to collect such statistics and facts as would show the condition and progress of education in the several States and Territories ; but it will be readily seen that under these requirements many serious questions arose as to how the collection should be made and what class of facts and statistics should be in¬ cluded. I could not divest my mind of that comprehensive conception of education suggested by a most eminent philosopher, who declared that “ education, in its larger sense, is one of the most inexhaustible of all topics. Though there is hardly any sub¬ ject on which so much has been written, by so many of the wisest men, it is as fresh to them who come to it with a fresh mind, a mind not hopelessly filled with other people’s conclusions, as it was to the first explorer of it ; and, notwithstanding the great mass of excellent things which have been said resjiecting it, no thoughtful person finds any lack of things, both great and small, still waiting to be said or waiting to be de¬ veloped and followed out to their consequences. Education , moreover, is one of the sub¬ jects w^hich most essentially require to be considered by various minds and from a variety of points of view ; for, of all many-sided subjects, it is the one which has the greatest number of sides. Not only does it include whatever we do for ourselves and whatever is done for us by others, for the express purpose of bringing us somewhat nearer to the perfection of our nature ; it does more; in its largest acceptation, it com¬ prehends even the indirect effects produced on character and on the human faculties by things of which the direct purposes are quite different: by laws, by forms of gov¬ ernment, by the industrial arts, by modes of social life; nay, even by physical facts not dependent on human will: by climate, soil, and local x>osition. AYhatever helj)s to shape the human being — to make the individual what he is or hinder him from being what he is not — is part of his education.”* I decided that it would be inadmissible to treat in a national Office education in any partial or limited sense of the word and that it was proper to seek first those re¬ sults least liable to future modification. In carrying out this purpose, it seemed to me that certain limitations were absolutely essential for the proper conduct of the Office, and I have endeavored to have them ever present for the guidance of whatever was undertaken in it. I felt that a work coming into so close relations to the instrumental¬ ities for the training of the youth of the nation should regard most scrupulously all the great principles on which depends the perpetuity of our institutions and of the spirit which leads and assures the progress of our civilization, such as that sacred privacy and responsibility of individuals and localities and institutions, in which none should iuternieddle. Resolving that no effort of the Office should with my consent infringe this freedom, I saw, or seemed to myself to see, in the facts and experiences which each institution, *Acldres.s on “Literary and scientific education,” by J. Stuart Mill, delivered at the University of St. Andrews, Fobruai-y 1, 18G7 SOURCES OF MATERIAL. YU system, or educator thought it desirable to make public, either for self-benefit or the good of others, an ample field for the collation of results which would be most usefm for all to know. SOURCES OF MATERIAL. It has been found impossible to give credit to each source of information from wdiich the first portion of the appendix to this report was compiled. Every State now, except Delaw^are, makes some kind of periodical report on educa¬ tion. These and other official reports are, of course, our first sources of information and are formally credited. It would, doubtless, be well if every State- and territorial re¬ port included all the items mentioned in our abstracts ; but in many instances they do not. In regard to several States, no summary of information similar to those given in the appendix can be found ; though brief, they require great labor in preparation and are made as comprehensive as possible. In comparing the abstracts of this year in detail with those of 1870, great differences will be recognized. It will be noticed that the amount of information drawn from city-reports, which is not contained in State- reports, is increasing year by year. The practice of permitting a municipal school- system to be in action for several years, without the publication of complete reports for the information of the people, is becoming less and less common. , In addition to these sources of information there are very many facts communicated directly \o this Office by letters from State-, city-, and county-superintendents, members of boards of education, teachers, and by the heads of the different institutions for superior, secondary, professional, or special instruction. Moreover, the tabulated summaries in regard to superior, secondary, and professional instruction, which wull be found in the abstracts, are drawn from returns made by these institutions directly to this Office, and the information wnll be found in full in the tables at the end of the appendix. These tables are brought up as closely as possible to the date when the report passes through the hands of the printer.*^ In order that the increased value of the statistical portion of the present report over that of past years may be more clearly understood, the number of institutions, in¬ structors, and students reported in several tables in the reports for 1870, 1871, and 1872, and in the appendix to this volume, have been brought together in the following sta¬ tistical summary to present to the eye the growth of this material in a single view, as follows : * Iii last report there was an effort made to describe the condition of educational reports and in¬ formation in the country : what the officers of the State- and city-systems and institutions knew about theii. condition and were able to include in their reports. This some writers interpreted to mean a disinclination on the part of educational officers to report to a central national Office ; hut the fact is that none are so well aware of these deficiencies as the superintendents and officers themselves, and none are more earnest or determined to correct them ; and as for readiness to report to this Bureau and to render it any assistance in gathering information, the greatest willingness and kindness have been manifested by every State-, county-, and city-, or town-school-officer, from the highest to the lowest, without excej)tion. The summary then presented, so surprising to many, was only the gathering-up in a single statement of certain deficiencies, which all efforts had so far failed to remedy, and was done solely as a means of awakening more general convictions of the necessity of, and arousing the public mind to, greater efforts in this direction. It will bo impossible to find better appreciation of these efforts than is presented in the general improvement of these reports yiii REPOKT OF THE COMMISSIONER OF EDUCATION. Statistical summai'tj of institutions, instructors, and students, as collected hy the United States Bureau of Education, for 1870, 1871, 1872, and 1873. 1870. 1871. Schools. Teachers. Pupils. Schools. s 1 © H Pupils. 19, 448 1, 417, 172 Xormal schools . 53 178 1,028 65 445 10, 922 Pusiness-coUeges . 2G 154 5, 824 60 168 6, 460 .A-Cudemies _ _ _ ........ 638 3, 171 80, 227 Preparatory schools* . Scientific and agricultural schools . 17 144 1,413 41 303 3, 303 Colleges for vomen . 33 378 5. 337 136 1, 163 12, 841 Colleges . 26G 2, 823 49, 1G3 290 2, 962 49, 827 Theological schools . 80 339 3, 254 94 369 3, 204 Medical schools 1 . G3 588 6, 943 82 750 7,045 Law-schools . 28. 99 1,653 39 129 j 1, 722 1872. 1873. Increase of 1873 over 1872. Schools. Teachers. Pupils. Schools. 2 1 o Pupils. Schools. Tc.achcrs. (2ity.srlinnl;^ . 1 23, 194 1, 215, 897 27, 726 ^ 1, 564, 663 4, 532 348, 766 Morraal schools . 98 773 11,778 114 887 16,620 16 114 4, 842 Business-colleges . 53 263 8, 451 112 514 22, 397 59 251 13, 946 Academies . . 811 4,501 98, 929 944 5, 058 118, 570 133 557 19, 641 Prpparntnry schools* .. 86 690 12, 487 86 690 12, 487 Scientific and agricultural schools . 70 724 5, 395 70 747 8, 950 0 43 3, 555 Colleges for women . 175 ! 1,G17 11, 258 205 2, 120 24, 613 30 503 13,325 Colleges . 298 .3, 040 45, 617 323 3, 106 52, 053 25 66 6, 4.36 Theological schools . . 104 435 3, 351 110 573 1 3, 838 6 138 487 Medical schoolst . 87 726 5, 995 94 1, 148 8, 681 7 422 2, 686 Law-schools . 37 151 1,076 37 158 2, 112 0 136 * Previously included in the academies ; so that the real increase of these is as follo'svs : 219 institu¬ tions, 1,247 teachers, and 32,125 pupils, t Including schools of jiharmacy and dentistry. As these reports go on improving in completeness and accuracy, it is easily seen how clnanges, whether indicating loss or gain, for the whole country, will readily appear. I am assured by officers of different systems and institutions of education that, during the four years these collections have been in progress, their methods of keeping records have become much improved and that their knowledge of the history of their own ex-* periences has greatly increased. The publication of educational statistics in journals and newspapers has also very manifestly increased. TheiV) IS a danger of setting a wrong value on these statistics, against which all especially familiar with work in this direction are likely to be on guard. It has been our aim always neither to overestimate nor to undervalue the exact lessons of these statistics. Equal care must be exercised in using figures in commerce or geography. SCHOOL-SYSTEMS OF STATES. IX Scientific men are well aware how difficult it has been to agree upon the exact heights of mountains. A writer of a recent English work on navigation is only just now pre¬ pared to agree that the longitude of the Capitol at Washington aud of the observatory at Cambridge, after decades of most accurate observation, can be taken as settled with sufficient accuracy for the use of sailors. With much less time for observation, we are rapidly approaching a condition of educational statistics in which we may, aud vith equal safety, trust our efforts to calculate the bearings of the movements in oar 8;;stems and methods. Social science in this country aud elsewhere is attracting in¬ creased attention. Its discussions and publications so far are largely speculative, and yet have been useful in arousing and directing public attention. Already here and theie the necessary basis of fact is appearing. A greater effort on the part of those appreciating the value of this science to secure proper record by civil government in its various organizations — municipal. State, and national— w;ould, doubtless, hasten the attainiaent of accurate and trustworthy results.* Cleaffy, individual observation is not sufficient ; government or the civil organization alone has the instrumentalities and the power to obtain such record of facts that the re¬ port of them from year to year and month to month may form solid ground upon w^hich to lear beneficial theories in regard to health, disease, political economy, edu¬ cation, &c. In no department of social science perhaps are the records so far advanced as in that o? education. The day is rai)idly passing away when mere statement of opinion will suffice, however eminent the author. Generally, in the past, even since the revival of education in the generation now passing away, the declaration of an eminent educitor would pass unchallenged as an argument. Now, its weight is de¬ termined by the array of facts with which it can be found to tally. We are told that the word “phiksophy” and its cognates do not occur in Homer or Ilesiod. They used a word which implied that the individual to which it referred was distinguished from the mass of men by some kind of art or skill. The growth of human history alone renders possible tlat accumulation of facts upon which great generalizatioiis may be based. Bacon’s method has greatly quickened the use of facts in all reasoning for the guidance of human conduct, individual or civil. The spirit of the times clearly points to educators, a class of intelligent observers, as leaders in this department of science. The ]5rocess of scienfific elimination may be slow, but in the United States there is great encouragement. The field is wide, our great freedom affords the largest room for diverse methods, aid thus for the most varied experience aud application of tests. It is the conviction that this Office is for the benefit of all in recording the observa¬ tions aud comparing the deductions made by individuals in their various localities and under various conditions, which is really the secret of the great harmony exist • ing between it and all the great active educational forces in the country. TABLE I.— STATE-SYSTEMS OF PUBLIC INSTRUCTION. I have alluded to the growing interest in educational statistics and to the progress of this Office, year by year, towards grea ter completeness in the statistics presented in its annual reports. The comparative statement for the years 1871, 1872, aud 1873 follow¬ ing will show what success has attended its efforts to give a full exhibit of the public- school-systems of the several States and Territories : * The following letter, said to have been received hy Mr. Layard, the eastern explorer, from a Mo¬ hammedan official, whom he had asked for some statistics of the city in which he lived, well illustrates the spirit of a civilization opposed to our own, too much of which spirit exists among us : “ My illustrious friexd and joy of my liver : The thing you ask of me is both difficult aud useless. Although I have passed all my days in this place, I have neither counted the houses, nor have I in¬ quired into the number of inhabitants; and as to what one person loads on his mules and the other stows away in the bottom of his ship, this is no business of mine. But, above all, as to the previous history of this city, God only knows the amount of dirt and confusion that the infidels may have eaten before the coming of the sword of Islam. It were unprofitable for us to inipiire into it. O niy soul ! O my lamb ! Seek not after the things which concern thee not. Thou comest unto us, aud wo welcome thee. Go in peace.” X EEPORT OF THE COMMISSIONER OF EDUCATION. In 1871, information respecting tlie school-population of only twenty-nine States could be obtained from school-officers ; in 1872, thirty-seven States and seven Territories re¬ ported this item, and in the present year (1873) thirty-seven States and eleven Terri¬ tories give a pretty accurate statement of their school-population. In 1871, twenty- eight States reported the children enrolled in the public schools ; in 1873, thirty-five States and ten Territories ; in 1871, twenty-five States reported the average attendance of enrolled pupils ; in 1873, thirty-one States and five Territories. The number able to report x^upils in private elementary schools has increased from fourteen States, in 1871, to twenty-two States and five Territories, in 1873. In 1871, thirty States report3d their x^ublic-school-income; in 1873, thirty-five States and ten Territories; in 1871, twenty-four States reported total expenditure for public schools; and, in 1873, thirty- six States and ten Territories. It was sought in the iuq^uiries sent out this year to the State-superintendents o/ pub¬ lic instruction to elicit the approximate number of persons in the several States and Territories between 6 and 16 years of age, included in the school-censuses. So long as the x)resent diversity of ages in the enumeration prevails, no very trustworthy com¬ parative estimates can be made of the relative effectiveness of our schoo^i-systems. Only six States could respond to the inquiry, viz : Connecticut, Florida, and b^iscousin, giving the number under 6 years of age and the number over 16 in the emiineration ; Minnesota, Missouri, and Ohio, the number over 16 years of age. It is believed, how¬ ever, that school-officers of all the States recognize the imxjortance of a census which shall be substantially uniform in respect to the ages embraced therein, sc far as neces¬ sary for purposes of comparison, and that measures will soon be taken to secure it.^ The following table shows the ages enumerated in the school-censuses : States and Territoriea School- age. States and Territories. School- age. Ehode Island . 4-15 Missouri . . 5-21 Connecticut . . . 4-16 Nebraska . 5-21 U tah . 4-16 New York . 5-21 Oregon . 4-20 Virils under 6 years of ag« ; 427 an enrollment of 51,431 over 16 years; 502 reported 11,558 public schools; 514 reported 24,642 x^ublic-school- teachers; 462 reported 871,201 pupils in average attendance in the x^ublic schools. The whole number of public and private schools reported was 13,275, with 27,726 teachers and an average attendance of pupils of 945,793. Private schools in cities. — It will be noticed that the statistics of jirivate schools in cities are very incomplete. School-officers of 266 of the localities in question reported only 1,717 of these schools, with 168,968 pupils, while the officers of the remaining 267 localities were unable to give either the number of the schools or the apx)roximate number of pupils under xirivate tuition. There is no law or regulation in any State or city requiring from proprietors of x)ri- vate schools i)eriodical reports of the number and grade of their pui)ils. Such a law is a desideratum. It is not seen how a legal requirement of this sort could be onerous to the teachers or any invasion of private right. At present it is impossible to deter¬ mine what proportion of the youth of school-age in the large cities are under school- tuition. Annual reports from teachers of private schools of the various grades to the State- or local su]3erinteudents would supply a great defect in school-reports and throw much light on the necessity or expediency of comjiulsory laws. XXII REPORT OF THE COMMISSIONER OF EDUCATION. Summary of school-statistics of cities — population, school-enrollment, and avcj'age attendance. States and Territories. Number of cities and villages in table. Tot.al population. Population of school- age, 1873. Enrollment in schools, 1873. Number enrolled under 6 years. Public schools. No. enrolled over 16 years. No. of schools. No. of teachers. Average attend¬ ance. Ko. cities, &c., reporting. 533 533 508 518 260 i 502 514 462 Alabama . 5 64, 741 25, 953 8, 210 40 45 38 123 631 Arkansas . 1 20, 000 8, 089 1,898 182 1 144 5 26 1,651 California . 11 260, 972 49, 610 41, 129 71 1,404 195 730 27, 389 Connecticut . 25 261, 697 58, 420 44, 118 4, 425 931 454 767 24, 037 1 30, 841 5, 920 96 21 97 3, .566 District of Columbia ... 2 81, 844 *19, 489 9, 693 93 144 155 6, 973 3 15, 823 2, 601 1, 283 10 12 24 636 Georgia . 5 97, 568 30, 396 8, 296 10 240 69 173 7, 559 Dlinois . 50 725, 673 195, 275 106, 827 1, 632 4, 165 789 1,587 69, 168 Indiana . 28 279, 436 89, 427 39, 883 102 2, 866 596 727 23, 340 Iowa . 22 155, 179 42, 468 23, 600 2, 542 1, 276 287 369 14, 733 Hansas . 10 81, 252 19, 813 12, 608 371 393 156 176 6, 148 Kentucky . 6 67, 087 19, 122 7, 565 84 190 56 123 3, 770 Louisiana . 3 203,218 70, 333 21, 673 45 735 84 433 17, 281 Maine . 16 140, 299 45, 007 26, 061 2, 687 2, 215 301 461 17, 101 Maryland . 1 302, 839 28, 329 250 356 123 616 21, 619 Massachusetts . 68 985, 194 180, 828 162, 418 12, 199 5, 637 2, 172 3,774 126,714 Michigan . 31 313,798 91, 207 51, 879 2, 457 2, 466 637 840 34, 167 Minnesota . 11 84, 360 28, 600 14, 398 1, 185 1,050 206 234 7, 671 Mississippi . 1 12, 443 3, 759 1,000 30 40 22 24 7S0 Missouri . 13 489, 279 156, 621 54, 159 1,335 3, 802 315 997 32, 140 Nebraska . 2 26, 500 5, 024 3, 146 184 92 49 53 1, 400 Nevada . 2 8, 000 709 574 119 8 8 202 New Hampshire . 7 74, 535 13, 352 , 12, 537 832 1,059 170 236 6, 374 New Jersey . 21 463, 491 128, 252 74, 808 3, 792 1, 449 387 1, 136 39, 288 New York . 50 2, 106, 409 031, 476 435, 831 12, 062 7, 899 654 5, 828 185, 231 Noi th Carolina . 2 23, 000 5. 556 1, 425 15 29 710 Ohio . 43 710, 500 248, 314 108, 991 258 4, 864 1,506 1,848 78, 041 Oregon . 1 10, 000 2, 600 1,331 120 100 10 24 1, 175 Pennsylvania . 40 1, 209, 528 93, 752 162, 994 69 2, 711 1,245 1,394 55, 023 Hliode Island . 5 109, 878 10, 017 14, 435 712 171 107 347 12, 212 South Carolina . 1 48, 956 5, 106 8 72 2, 503 Tennessee . 6 106, ,532 27, 827 12, 275 7 260 122 200 7, 477 Texas . 3 20, 287 5, 363 1, 105 30 27 39 , Vermont . 4 28, 478 0, 118 2, 957 390 455 59 85 2, 351 Virginia . . . 9 141,710 44, 749 13, 552 974 1, 144 156 240 8, 116 West Vircrinia . 3 33, 035 11, 206 5, 032 150 26 87 3, 018 Wisconsin . 17 212, 958 73, 098 35, 321 2, 299 2, 628 286 508 19, 120 Colorado . 1 18, 000 1,943 1,013 155 31 16 16 902 Utah . 3 5, 546 1, 685 1,217 56 115 25 31 760 Total . 533 10, 042, 892 2, 443, 719 1, 564, 063 51,557 51, 431 11,558 j 24, 642 871,201 *Only white ]>opiilation of Washington .and Georgetown included ; colored school-population for the two cities, 0,328 ; enrollment, 5,188 ; average attendance, 3,385. SCHOOL-STATISTICS OF CITIES, XXIII Summary of scTiool-staiistics of cities — private schools, ifc. — Continued. States and Territories. Private schools. Grand total of all schools. No. preparing for col¬ lege. No. preparing for sci¬ entific course. No. of schools. No. of teachers. No. enrolled. Average attend¬ ance. No. of schools. 1 No. of teachers. Average attend¬ ance. No. cities, &c., reporting 2C6 259 266 207 266 136 14 20 560 52 143 631 5 7 160 160 10 33 1, 811 5 Califoinia . '32 77 1, 535 1,059 227 807 28, 443 79 99 Connecticut . 64 99 2, 383 1,207 518 866 25, 244 51 33 21 97 3, 566 *114 5, 414 809 *258 155 7, 847 4 8 225 200 16 32 836 2 Georgia . 15 21 609 467 84 194 8, 026 42 15 Illinois . 137 505 22, 927 3,210 926 2, 092 72, 378 275 102 Indiana . 14 31 1,405 1, 141 610 758 24, 481 218 . 71 Iowa . 31 53 1,745 890 318 422 15, 623 95 37 Kansas . 4 2 130 25 160 178 6, 173 22 1£ Kentucky . 36 66 1, 495 1, 235 92 194 5, 005 40 15 Louisiana . 51 21 14, 685 600 135 454 17, 861 jMaine . 18 35 958 803 319 496 17, 904 88 IS Maryland . 123 616 21, 619 Massachusetts . 128 201 6, 259 4, 521 2, 300 3, 975 131, 235 435 89 Michigan . 95 130 6, 609 5, 191 732 970 39, 358 414 206 Minnesota . 12 25 1,038 862 218 259 8, 733 03 26 Mississippi . 8 8 250 200 30 32 980 Missouri . 107 460 19, 891 13, 940 422 1, 457 46, 080 120 78 Nebraska . 5 274 54 53 1, 400 Nevada . 8 8 202 10 8 New Hampshire . 5 22 1,390 157 175 258 6, 531 24 2 New Jersey . 103 171 8, 091 4, 797 490 1, 307 44, 085 63 46 New York . 238 318 29, 320 19, 284 892 6,146 • 204,515 322 122 North Carolina . 6 7 150 21 36 710 Ohio . 141 122 17, 021 2, 657 1, 647 1, 970 80, 098 196 103 Oregon . 7 22 500 400 17 46 1, 575 12 Pennsylvania . 94 179 6, 885 4,415 1, 339 1, 573 59, 443 109 39 Kbode Island,. . 23 44 1, 390 1, 070 130 391 13, 282 18 8 South Carolina . 8 72 2, 508 Tennessee . 12 43 1, 243 490 134 243 7, 967 15 5 Texas . 5 5 175 32 44 20 Vermont . 8 13 050 490 67 98 2, 841 48 21 Virginia . 93 271 3, 888 2, 585 249 511 10, 701 50 50 West Virginia . 6 13 433 340 32 100 3, 358 4 4 Wisconsin . 76 61 9, 070 1,305 362 569 20, 434 110 2 Colorado . 5 22 185 21 38 902 5 3 Utah . 1 2 25 22 26 33 782 10 20 Total . 1, 717 3, 084 168, 908 74, 592 13, 275 27, 726 945, 793 2, 905 1,233 White. XXIV EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL-STATISTICS OF FIFTY PIHNCIPAL CITIES. The following table, drawn from Table II of the appendix, exhibits the leading sta¬ tistics of the i)ublic schools in 50 principal cities in the country, embracing a popula¬ tion of over 0,000,000 and a school-population of 1,724,114. It is not possible to go into any comi)arative analysis of the statistics, on account of diversity of systems and the want of complete uniformity in the reports where the systems are identical. The greatest hinderance, however, to any comparative estimates arises from the diversity of ages embraced in the enumeration of the school-population, 15 of the cities in question enumerating children between 6 and 21 years of age ; 10 between 5 and 21 ; 9 between 5 and 15 ; 4 between 5 and 18 ; 2 between 4 and 16 ; 2 between 6 and 16; and the remaining 8 cities enumerating children between the following ages respect¬ ively, viz : 4 and 20, 4 and 21, 5 and 20, 6 and 15, 6 and 16, 6 and 18, 6 and 20, and 7 and 21. Simjnary of the population, school-age, and enrollment of fifty principal cities. City. Population. Legal school-age. Number of children of school-age. Number enrolled in schools under 6 years of age. Number enrolled in schools over 16 years of sige. Number of children enrolled in schools. 32, 034 5-21 *9, 600 5, 299 San Francisco . . 175, 000 6-15 32, 387 0 800 25, 948 Hartford . 37, ISO 4-16 9, 128 5, 787 New Haven . 54, 000 4-16 12, 264 4.50 0 8, 807 Wilmington . 30, 841 6-21 *9, 000 0 96 5, 920 Washington . 73, 731 6-17 tl7, 403 0 69 8, 935 Chicago . 367, 396 6-21 88, 219 0 44, 091 Indianapolis . 48, 244 6-21 15, 680 6, 355 New Orleans . 191, 418 6-21 67, 272 650 20, 263 Portland . 31,418 4-21 9, 646 450 314 6, 831 Baltimore . 302, 839 6-21 75, 000 250 356 28, 329 Boston . 250, 701 5-15 48, 001 2, 542 44, 974 Cambridge . 45, 000 5-15 8, 260 1, 150 7, 133 Charlestown . 29, 000 5-15 7, 133 0 398 5, 154 Fall Iliver . 40, 000 5-15 6, 894 850 50 7, 218 Lawrence . 33, 000 5-15 5,141 300 127 4,177 Lowell . 45, 000 5-15 6, 728 750 350 7, 424 Lynn . 30, 000 5-15 6, 808 392 25 6, 190 Springfield . 30, 000 5-15 4, 39,9 350 150 4,014 Worcester . 52, 000 5-15 7, 681 855 128 6, 729 Detroit . 100, 000 5-20 32,409 0 250 12,607 Kansas City . 32, 286 5-21 6, 636 253 180 4, 259 St. Louis . . . 375, 000 5-21 127, 000 513 3, 152 38, 078 Camden . . . 30, 000 5-18 8, 236 22 49 6, 399 Jersey City . 100, 000 5-18 30, 758 1, 958 500 19, 574 Newark . 120, 000 b-18 30, 045 0 250 15, 090 Paterson . 40, 000 5-18 11, 684 9, 357 Brooklyn . 450, 000 5-21 156, 000 4, 800 2, 600 77, 350 Buifalo . 150, 000 5-21 38,. 000 1, 500 1,000 21,211 New York . 942, 292 5-21 250, 353 244, 036 Kochester . 70, 000 5-21 27, 068 987 157 10, 198 Syracuse . 50, 826 5-21 16, 180 373 326 8,014 Troy . 50, 000 5-21 17, 372 954 38 8, 300 Utica . 30, 000 7-21 10, 121 225 4, 119 State. Alabama . Califoruia . Connecticut . Do . Delaware . District of Columbia. Illinois . Indiana . . Louisiana . Maine . Maryland . Massachusetts . Do . Do . Do . Do . Do . Do . Do . Do . Michigan . Missouri . Do . New Jersey . Do . Do . Do . New York . Do . . Do . Do . Do . Do . . Do . * Estimated. SCHOOL-STATISTICS OF FIFTY CITIES, XXV Summary of the pojmlation, school-age, and enrollment of fifty p'xncipal cities — Continued. City. Population. Legal school-age. Number of children of school-age. Niimber enrolled in schools under 6 years of age. Number enrolled in schools over 16 years of age. Number of children enrolled in schools. Cincinnati . 216, 239 6-21 87, 322 0 553 27, 718 Cleveland . 92, 829 6-21 36, 601 0 187 15, 085 Columbus . 40, 149 6-21 10, 514 0 383 6,216 Dayton . 30, 473 6-21 13, 407 0 305 5, 194 Toledo . 44, 000 6-21 10, 860 0 272 6, 603 Erie . 30, 000 6-21 5 900 0 560 3, 700 Philadelphia . 800, 000 6-21 *230, 000 139, 924 Pittsburg . 121, 215 6-21 29, 000 0 350 20, 282 Beading . 38, 950 6-21 8, 000 0 100 5, 835 Scranton . 45, 000 6-21 6, 000 0 30 3,666 Providence . 68, 904 6-16 14, 000 9, OCO Charleston . . 48, 956 6-16 10, 000 0 5, 166 Memphis . 50, 000 6-20 13, 393 5, 205 Nashville . 27, 000 6-18 8, 370 0 200 3, 722 Eichmond . 51, 038 5-21 18,C86 600 25 5, 325 Milwaukee . 90, 000 4-20 29,155 11, 224 6, 233, 959 1, 739, 114 20, 299 15, 205 1 1,012,035 State. Ohio . Do . Do . Do . Do . Pennsylvania . . Do . Do . Do . Do . Ehode Island . . South Carolina. Do . Virginia . . . Wiaconsin . Total * Estimated. Summary of the enrollment and average attendance of primary, intermediate, and grammar- schools of fifty principal cities. State. City. Primary schools. Intermediate schools. Grammar-schools. Number enrolled. Average attend¬ ance. Number enrolled. Average attend¬ ance. Number enrolled. Average attend¬ ance. Alabama . . Mobile . 3, 024 1, 050 California . San Francisco . 15, 565 13, 277 0 0 4, 833 4, 373 Connecticut . Hartford . Do . New Haven . . . 850 807 Delaware . Wilmington . 4,952 2, 730 90S 625 District of Columbia Washington . *4,214 2, 902 2, 697 1, 912 2, 024 1, 603 Illinois . Chicago . 23, 465 19, 988 7, 220 6, 378 Indiana . Indianapolis. . . . . . 4, 158 2, 197 Louisiana . New Orleans . 2, 071 1, 720 4, 726 3, 923 12, 950 10,743 Maiue . Portland . 5, 130 3, 750 1,265 1, 049 Maryland . Baltimore . 14,406 12, 164 8, 756 7, 271 Massachusetts . Boston . . . 14, 790 13, 418 0 0 19, 267 17, 973 Do . Cambridge _ 3, 4G5 2, 879 0 0 3, 325 2, 774 Do . Ch-arle-stown . 1, 870 1, 646 122 103 2, 783 2, 011 Do . Fall Eiver . 1 3, 106 1, 723 2, 342 1, 085 923 591 ' White. XXVI REPORT OF THE COMMISSIONER OF EDUCATION. Summary of the enrollment and avet'age attendance, ^c. — Continued. State. Massachusetts . Do . Do . Do . Do . Michigan . Missouri . Do . New Jersey.... Do . Do . Do . New York . Do . Do . Do . Do . Do . Do . Ohio . Do . Do . Do . Do . Pennsylvania . . Do . Do . Do . Do . Ehodc Island . . South Carolina. Tennessee . Do . . Virginia . . TTisconsin . City. Primary schools. Intermediate schools. Grammar- sch ools. Number enrolled. Average attend¬ ance. Number enrolled. Average attend¬ ance. Number enrolled. Average attend- anee. | Lawrence . 2, 233 1,787 641 534 1,076 922 Lowell . 3, 448 3, 108 0 0 3, 592 3, 269 Lynn . 2, 938 2, 527 0 0 2, 259 2, 033 Springfield . 1, 986 1, 887 250 225 1, 962 1,864 Worcester . 2, 760 2, 498 1,282 1, 192 1, 479 1, 398 Detroit . 5,500 5, 300 2, 000 1, 850 1, 100 1,000 Kansas City . 4, 138 2, 134 St. Louis . 25, 349 14, 768 7,168 4, 161 2, 756 1,279 Camden . . 2, 904 1, 637 1, 789 1, 052 662 483 0 0 Newark . 10, 844 5, 876 0 0 3, 875 2, 574 Paterson . 2,804 2,112 0 0 543 403 Brooklyn . 58, 266 26, 493 0 0 17, 812 12, 004 Buffalo _ .... _ New York . 134, 640 59, 970 1, 965 803 63, 941 33, 980 Eochester . 4, 627 4, 303 3, 311 2,893 1,524 1, 417 Syracuse . 3, 866 2, 751 2, 623 1,898 916 681 Troy . . 5, 119 2, 803 2, 190 1, 422 880 604 Utica . 2, 337 1, 474 1,277 811 470 323 Cincinnati . 19, 222 16, 647 4, 093 3, 701 0 0 Cl p.vp.l an d _ 14, 681 9, 341 Cnlnmhua _ 4, 427 3, 257 1, 595 1,288 Dayton. . . . 2, 715 2, 411 2, 076 964 Toledo . 5, 193 3, 316 0 0 1, 222 887 Erie . 2, 500 1,322 800 570 250 190 Philadelphia _ 60, 872 13, 227 Pittsburg . 8, 597 7, 031 3, 423 2, 779 2, 058 1,753 Eeading . 3, 865 3,017 1,264 1,037 467 428 Scranton . . 2, 162 1, 176 923 500 196 112 Providence . 4, 000 3, 700 2, 000 1, 750 2, 700 2, 450 Charleston . 2, 714 1,335 910 465 1, 465 708 Memphis _ _ Nashville . 1, 739 1, 175 1,100 743 768 519 Eichmond . 3, 800 2, 640 0 0 1, 476 813 Milwaukee _ 495, 781 264, 652 51, 093 35, 409 213, 248 140, 492 Total SCHOOL-STATISTICS OF FIFTY CITIES, XXVII Summary of the enrollment and average attendance of high, evening , and jprivate schools of fifty principal cities. State. City. Alabama . California . Connecticut . Do . Delaware . District of Columbia. Illinois . Indiana . Louisiana . Maine . Maryland . Massachusetts . Do . Do . Do. . Do . Do . Do . Do . Do . Michigan . Missouri . Do . Kew Jersey . •... Do . Do . Do . New York . Do . Do . Do . Do . Do . Do . Ohio . Do . Do . Do . Do . Pennsylvania . Do . Do . Do . Do . Khode Island . South Carolina . Tennessee . Mobile . San Prancisco Hartford . New Haven . . Wilmington . . Washington . Chicago . Indianapolis. . New Orleans . Portland . Baltimore . . . . Boston . Cambridge ... Charlestown. . Fall Eiver.... Lawrence . . . . Lowell . Lynn . Springfield . . . Worcester. ... Detroit . Kansas City. . St. Louis . Camden . Jersey City... Newark . Paterson . Brooklyn . Buffalo . New York. ... Eochester . . . . Syracuse . Troy . IJtica . Cincinnati. ... Cleveland . . . . Columbus . ... Dayton . Toledo . Erie . Philadelphia . Pittsburg. ... Eeading . Scranton . Providence... Charleston ... Memphis . High schools. Total of graded schools. 1 ^ o ^ 2 ? CO Q tJC in a o Private schools, (num¬ ber enrolled. Number enrolled. Average attend¬ ance. Number enrolled. Average attend¬ ance. 253 4, 327 365 339 20, 763 17, 989 867 365 559 310 300 8, 807 6, 849 250 0 0 5,920 3, 355 339 0 0 8, 935 6, 417 5,414 667 549 31, 358 26, 915 14, 496 252 6, 607 292 516 445 20, 263 16, 836 13, 779 436 422 6, 831 5, 221 1,115 1, 007 24, 277 20, 442 1, 666 1,688 1,596 35, 745 32, 987 2, 885 345 279 7,135 5, 932 343 543 229 220 5, 004 4, 580 150 162 150 6, 533 3, 549 250 90 157 142 4, 107 3, 385 575 1, 000 384 377 7, 424 6, 754 1, 130 172 158 5, 369 4, 718 884 350 191 183 4, 389 4, 159 225 220 290 284 5,811 5, 372 545 1, 000 300 275 8, 900 8, 425 4, 000 121 90 4, 259 2, 224 560 1, 267 792 36, 540 21, 000 4, 015 17, 346 0 0 5, 355 3, 172 174 870 152 147 16, 762 8, 320 2, 812 351 279 15, 070 8, 729 1, 103 93 70 3,440 2, 587 533 0 0 76, 078 38, 497 5, 867 498 281 21,211 10, 432 2, 485 10, 263 21,806 8, 302 222, 352 103, 055 19, 550 208 202 9, 670 8, 815 528 6, 474 209 144 7,614 5, 474 220 2, 185 111 87 8, 300 4,916 400 125 88 4, 209 2. 696 130 300 863 787 24, 178 21, 135 3, 467 404 336 15, 085 9, 677 430 7, 686 194 160 6, 216 4, 705 205 178 4, 996 3, 553 176 2, 380 188 135 6, 603 4, 338 172 1,873 150 98 3, 700 2, 180 1, 102 75, 201 8, COO 281 252 14, 359 11,815 1,717 240 228 .5, 836 4,710 950 36 23 • .3, 317 1, 811 369 1,000 350 330 9, 050 8, 230 2, 650 0 0 5, 089 2, 508 5, 205 2, 522 XXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Summary of the enrollment and avei'age attendance, cfc. — Continued. State. City. High schools. Total of graded schools. Evening-schools, (num¬ ber enrolled.) Private, schools, (num¬ ber enrolled.) Number enrolled. Average attend¬ ance. Number enrolled. Average attend¬ ance. Tenuesseo LTashville . . . 115 77 3, 722 2, 514 600 Virginia . . [Richmond . 49 44 5, 325 3, 497 2, 304 TV i sc on sin . Milwaukee . . 11, 224 7, 100 7, 000 Total . 37, 315 19, 856 858, 471 494, 097 65, 758 102, 688 Summary of number of students ^preparing for classical and scientific courses in college, the total and current expenditure, and per-cagnta cost of public education in fifty principal cities. City, Number of students preparing for college. Number of students preparing for scien¬ tific course in college. Number of pupils in drawing. Total expenditure. Total current expendi¬ ture. Cost per pupil on en¬ rollment in i)ublic schools. Mobile 153, 253 §50, 003 §9 43 San Eranci.^e.o 618, 909 010, 075 23 51 Hartford _ ... 191, 974 131, 888 22 79 New Haven . 0 3 8,807 149, 444 140, 504 15 96 Wilmington _ 4, 500 60, 151 51, 254 8 65 Washington . 0 0 *8, 935 222, 740 160, 508 17 97 Chicago . 43 0 31, 358 730, 190 567, 949 12 88 Indianapoli.s _ New Orleans . 516 433, 819 424, 219 20 93 Portland . 8 5, 000 69, 500 69, 500 10 17 Baltimore . 5, 762 547, 911 498, 911 17 61 Boston . 35, 745 1, 836, 703 1, 292, 472 28 73 Cambridge . 80 7,133 235, 706 170, 320 23 87 Charlestown . 20 5,004 154, 155 130, 440 25 30 Fall Fiver . 0 5, 000 173, 713 73, 313 10 15 Lawrence . 15 10 4, 107 83, 852 70, 160 16 79 Lowell . 7, 140 95, 923 79, 923 10 76 Lynn . 25 25 5, 369 186, 925 91, 189 14 73 Springfield . 48 14 4,389 161, 700 100, 700 21 82 Worcester . 30 10 3, 502 173, 520 149, 356 22 19 Detroit . 25 59 8, 900 125, 778 114, 778 9 55 Kansas City . 8 4, 259 115, 971 58, 305 13 66 St. Louis . 32 40 34, 063 665, 578 573, 698 15 00 Camden . 0 0 5, 355 63, 676 60, 570 9 46 Jersey City . 10 153 238, 041 238, 641 12 19 Newark . 8 4 10, 844 270, 301 173, 997 11 53 Paterson . 0 0 0 65, 102 48, 045 5 19 Brooklyn . 0 0 18, 000 972, 767 093, 288 8 96 Buffalo . 8 6 21,211 286, 118 284, 486 13 41 New York . 3, 270, 237 2, 830, 427 11 59 Fochester . 7 1 . i 9, 307 151, 074 129, 176 12 State. Alabama . California . Connecticut . . Do . Delaware . District of Columbia Illiuois . . Iiuliana . Louisiana . ilaine . Maryland . Massachusetts . . Do . Do . Do . Do . Do . Do . Do . Do . Micbi;:an . Missouri . Du . Xcw Jersey . Do . Do . Do . Xew York . Do . Do . Do . White. SCHOOL-STATISTICS OF FIFTY CITIES. XXIX Summary of numVer of students, ^-c. — Continued. State. City. bTumber of students preparing for college. bTumber of students prepai-ing for scien¬ tific course in college. Number of pupils in drawing. Total expenditure. Total current expendi¬ ture. Cost per pupil on en¬ rollment in public schools. 75 50 7, 614 161, 445 120,693 15 06 Do . Troy . 8 7 79 111, 051 108, 400 13 06 Do . . . IJtica . 10 7 54, 891 50,376 12 23 Ohio . . . Cincinnati . 13 24, 178 766, 561 534, 528 19 23 Do . Cleveland . . 30 15, 085 234, 030 219, 607 14 55 Do . Columbus . 15 25 6, 022 133, 267 116, 910 18 80 Do . Dayton . 26 0 0 113, 230 110,998 21 37 Do . Toledo _ _ 24 40 6, 603 146, 464 113, 865 17 24 Pennsylvania . Erie . 7 4 3, 700 53, 471 33, 920 9 16 Do . Philadelphia . . . 1, 576, 200 1, 300, 218 9 29 Do . Pittsburg _ _ 582, 808 494, 341 24 37 Do . Peadinp" . . 10 5 30 102, 211 72, 211 12 37 Do . Scranton . 4 60 45, 617 34, 750 9 47 Phode Island . Providence . . 282, 966 206, 966 22 99 South Carolina . Charleston _ _ 0 0 2, 110 61, 463 61, 463 11 89 Tennessee . Memphis . 86, 093 86, 093 16 54 Do . Tlashville _ _ 15 5 0 70, 123 56, 078 15 06 Virginia . . Pichmond . 0 0 0 124, 126 63, 142 11 85 Wisconsin . Mil-waukee . 5 217, 565 142, 904 12 73 Total . 609 309 319, 840 17, 335, 519 13, 996, 284 *13 91 * Average. Em'ollmmt in puMic schools. — The total enrollment reported in the pnhlic schools of these cities, including evening- and normal schools, was 1,012,035, or 58 per cent, of the whole enumeration, 43 cities reporting an enrollment of 495,781 in the primary grade ; 24 reporting an enrollment in intermediate schools of 51,093 ; 42 reporting an enrollment in grammar-schools of 213,248 ; 43 reporting an enrollment in high schools of 37,315; 35 reporting evening-schools with an enrollment of 65,758. The aggregate enrollment in public schools and in private schools corresponding in grade with the public schools was reported to be 1,114,723; 35 cities reported 319,840 pupils in drawing. Parochial and private schools. — It will be observed that 25 of the cities, of which St. Louis is the chief, report 102,688 pupils in parochial and private schools, the number of such pupils in St. Louis being 17,346, or about 14 per cent, of the number of chil¬ dren of school-age. It is estimated that the number of puj)ils annually attending these .schools some portion of the time, in the cities embraced in the table, would not fall far short of 450,000. If the enumeration of the school-population for all the cities w'cre confined to the population between 6 and 16 years of age and the number of pupils in parochial and private schools were fully rei3orted, the total enrollment in the public and private schools would probably cover about 90 per cent, of the youths be¬ tween these ages. High Schools— preparatory students. — Twenty-eight cities report 609 |pupils in high schools preparing for colleges of liberal arts and 18 report 309 pupils in schools (pre¬ sumably of the same grade) preparing for scientific schools or colleges. Several of these cities have normal schools, the statistics of -which will be found in the table of the appendix. The pupils in these are also included in the total enrollment of the public schools. XXX EEPORT OF THE COMMISSIONER OF EDUCATION. School-expenditure. — The total expenditure of the fifty cities (with the exception of Indianapolis) for public schools in 1873 was $17,335,519, the current expenditure being $13,996,284, or an average expenditure of $13.91 per capita of the enrollment in public schools. TABLE III. — NORMAL SCHOOLS. The table shows steady and hopeful progress in the growth of special schools for the training of teachers for our public schools. The following is a comparative summary of schools, instructors, and pupils, reported to the Bureau for the years 1870, 1871, 1872, and 1873: 1870. 1871. 1872. Number of institutions ....... . . . . . 53 65 98 NnmlM^r of iuRtTnotors. _ _ _ _ _ _ _ 178 445 773 Number of students ..... _ ....... _ _ _ _ _ _ 10, 028 10, 922 11, 778 The table shows an increase, over those reporting in 1872, of 15 schools, 114 teachers, and 4,842 pupils. Eleven of the 113 schools reporting were established or organized in 1873, notable among these being the Massachusetts State Normal Art-School, “intended as a training-school for qualifying teachers and masters of industrial drawing, its specific aim at present being to prepare teachers for the industrial drawing-schools of the State, who shall also be able to direct and superintend the instruction in this branch in the public schools.’* Within the past five years, the number of schools established, wholly or in part de¬ voted to training public-school-teachers, is 59. The following are the summaries by States of the schools reporting, the details of which will be found in Table III of the appendix. NORMAL SCHOOLS. XXXI Summary of normal schools, showing the number of instruetors and students, the number in wMeh drawing is taught, ^'C. States. Total No. of schools in which drawing is taught. No. of collections of models, casts, apparatus, &c., for free-hand-drawing. No. in which vocal music is taught. No. in which instrumental music is taught. No. possessing chemical lab¬ oratory. No. possessing a philosophic¬ al cabinet and apparatus. No. possessing a cabinet of natural history. No. having model schools. No. in which students receive diplomas or certificates on completion of course. No. of schools in each State. No. of instructors. No. of students. 2 4 122 1 1 1 1 1 2 1 2 47 1 1 1 1 1 2 6 135 1 1 1 1 1 1 2 1 7 144 1 1 1 1 1 1 1 Delaware . 2 17 233 1 1 1 1 1 1 1 .... 2 2 9 31 2 1 1 1 Illinois . 8 46 1, 054 4 1 8 4 4 5 5 5 7 2 16 328 2 2 1 2 2 1 2 2 3 15 341 2 1 1 3 3 2 2 Kansas _ _ _ _ 2 9 225 2 1 1 2 2 1 2 2 Kentnclty _ 4 17 184 1 4 3 2 3 2 4 T.onisi.ana _ _ 3 17 322 2 1 2 2 1 1 2 3 Maine . 3 17 278 3 2 2 3 3 2 1 3 Maryland _ _ 2 16 385 2 1 1 1 1 1 2 2 Massachusetts . 6 47 838 6 5 5 4 4 3 3 6 Micliifran . . 1 13 295 1 1 1 1 1 1 1 Minnesota . 3 23 369 2 1 3 1 2 1 3 3 M issisaippi . . . 2 9 168 2 2 2 1 1 1 2 Missouri . 8 63 1, 302 8 5 8 4 3 6 6 4 8 Kebrasha . 1 6 55 1 1 1 1 1 1 1 New TTampshire _ 1 6 63 1 1 1 1 1 1 New Jersey . 2 30 250 2 2 2 2 1 2 1 2 New York . 9 135 2, 822 8 6 8 1 8 8 5 8 8 North Carolina . . 1 6 94 1 Ohio . 10 81 2, 032 10 2 9 10 8 8 2 4 9 Oregon . 1 6 5 1 1 1 1 1 Pennsylvania . 10 104 2, 068 9 4 10 8 6 7 4 8 8 Phode Island . 1 18 110 1 1 1 1 1 1 1 South Carolina . 1 9 79 1 1 1 Tennessee . 3 23 396 1 3 3 1 j 3 3 Vermont . 3 17 344 3 3 2 3 2 3 Virginia . 2 17 287 1 2 1 2 2 1 1 2 West Virginia . 5 24 506 5 1 4 4 3 4 1 2 5 Wisconsin . 4 36 662 4 1 4 3 3 3 3 3 4 District of Columbia. .. 2 6 46 1 1 1 1 1 2 2 Total . 113 1 377 16, 620 90 39 .0 60 68 81 45 68 105 The names of sis normal schools, from which no statistics have been received, will be found in the table. They are not included in this summary. XXXII REPORT OF THE COMMISSIONER OF EDUCATION. S^nnmary of normal schools, (continued;) showing the numher suiiported hy States, counties^ cities, .fc. Number of normal schools supported by- States. State. County. City. All other. No. of schools. No. of instructors. No. of students. No. of schools. No. of instructors. No. of students. No. of schools. No. of instructors. m 3 OQ O d No. of schools. No. of instructors. 1 No. of students. 1 4 83 i 39 2 47 1 6 124 1 11 1 7 144 1 6 9 1 11 224 2 9 31 Ilhnois . 1 13 419 2 10 223 1 6 130 4 17 282 1 11 228 1 5 100 Iowa . 3 15 341 Kansas . . . . 2 9 225 Ken tu city . 1 6 36 3 11 148 LnnisinTia, . . . 1 5 193 2 12 129 Maine . . . . 3 17 278 Maryland . 2 16 385 Massachusetts . 5 46 823 1 1 15 Michigan . 1 13 295 Minnesota . 3 23 369 Mississippi . 2 9 168 ^Missouri _ _ 5 44 989 3 19 313 Nebraska . 1 6 55 New Hampshire . a\ 6 63 N ew fTersey.. . . 2 30 250 New York . . 8 106 1, 822 1 29 1,000 North Carolina . 1 6 94 Ohio . 1 9 73 9 72 1, 959 Oregon . 1 6 5 Pennsylvania . 5 63 1, 330 5 41 738 Phode Island . 1 18 110 South Carolina . 1 9 79 Tennessee . 3 23 396 Vermont . 3 17 344 A’irginia . 1 13 199 1 4 88 AV est Virginia . 3 21 349 2 3 157 Wi.sconsin . 2 19 237 2 17 425 District of Columbia... 1 3 20 1 3 26 Total . 58 530 9, 538 2 10 223 5 53 1,2.59 48 284 5, COO a Also aided by the city or town. One normal school in Louisiana, 1 in Pennsylvania, 2 in Vermont, and 1 in West Virginia are also aided by the county. NORMAL SCHOOLS. XXXIII Tlie States which cannot report schools of this kind are Florida, Nevada, and Texas. It will he seen by referring to the table that 58 of the schools, having 530 instructors and 9,538 students, are under State-supervision and aided or sustained by State-appro¬ priations; 2 schools, having 10 instructors and 223 students, are aided or sustained by county-tax ; 5 schools, having 53 instructors and 1,259 students, are aided or sup¬ ported by cities ; the remaining 48 schools, having 284 instructors and 5,600 students, are either normal departments of colleges or academies or are private schools. Ninety provide instruction in drawing ; 39 have models, charts, &c., for free-hand- drawing ; vocal music is taught in 96, instrumental music in 60 ; 68 possess chemical laboratories and apparatus ; 81 possess cabinets and apparatus for illustrating the laws of physics; 45 possess cabinets of natural history, and 68 have model or practice- schools. TEACHERS REQUIRED. If we allow 40 pupils to each teacher, the number required to teach the youths be¬ tween 6 and 16 years of age would be, on a moderate estimate, 260,000. Where are these teachers prepared ? While the number trained more or less thoroughly in the normal schools shov s a favorable increase for several years jpast, the fact still remains that comparatively few of the teachers in our public schools have received any special training for their work. How, then, can the number of trained teachers be increased ? The class from which the great majority of our public-school-teachers come is not pro¬ vided with the means for securing the advantages of a thorough normal training, and few would have the hardihood to say that good thorough work in teaching gets ade¬ quate compensation. It would therefore seem to be a wise policy to make the normal schools a part of the State-systems of public instruction, with free tuition. Few, not intending to teach, would seek this kind of training, and diplomas or certificates should not be given, except on condition that the recipient bind himself or herself to render appropriate service in the schools of the Commonwealth. It is estimated that the public-school-teachers in Massachusetts teach on an average three years. Perhaps this period of service would give a high average for the whole country. Hence, confining the estimate to the school-population between 6 and 16 years of age, the number of new teachers which should be prepared each year to take up the work would be 86,666. So that at present all classes of our normal schools, containing 16,620 pupils in their first, second, and third years of iustruciion, could not probably furnish more than 5,200 teachers for the public schools in 1873. NORMAL INSTRUCTION IN ACADEMIES. The above summaries embrace the statistics of nearly all special schools for normal training. In the State of New York, however, the work of the training-schools is sup¬ plemented by normal instruction in 90 of the academies and union schools. The law provides that the sum of $10 shall be paid to each pupil, not exceeding twenty to each academy, instructed under a course prescribed by the regents of the university, during at least one-third of the academic year, in the science of common-school-teaching. The number in training-classes for teachers in the academies in 1872-73 was 1,589. The following table shows the number of pupils enrolled in the State normal schools in 1873 and the ratio of appropriation to enrollment : E — HI XXXIV KEPORT OF THE COMMISSIONER OF EDUCATION. Summary of normal schools — appropriations, 4"C., in 1873. Locality. Enrollment, 1873. Appropriation, 1873. Amount per capita. Capo Girardeau, Mo . 35 $5, 000 $142 Fredonia, N. Y . 129 18, 000 139 Framingham, Mass . 103 10, 000 97 Geneseo, N. Y . 191 18, 000 94 San Jos6, Cal . 160 15, 000 93 Englewood, El a . 146 12, 500 85 New Britain, Conn . 144 12, 000 83 Platteville, Wis . 182 15, 000 82 Buffalo, N. Y . 225 18, 000 80 Leavenworth, Kans . 80 6, 000 75 Terre Haute, Ind . 228 17, 000 74 Westfield, Mass . 163 12, 000 73 St. Louis, Mo . 123 &9, 039 73 St. Cloud, Minn . 84 6, 000 71 Normal, Ill . 419 29, 000 69 Emporia, Kans . 172 12, 000 69 Bridgewater, Mass . 185 12, 500 67 Trenton, N. J . 224 15, 000 67 Baltimore, Md . 146 9, 500 65 Holly Springs, Miss . 76 5, 000 65 Providence, K. I . 156 10, 000 64 Boston, Mass . 124 7, 500 60 West Chester, Pa . 166 clO, 000 60 Mankato, Minn . 167 10, 000 59 Florence, Ala . 85 5, 000 58 Peru, Neh . 170 10, 000 58 Potsdam, N. Y . 315 18, 000 57 Locality. Enrollment, 1873. Appropriation, 1873. Amount per capita. Oswego, N. Y . 328 $18, 000 $54 Warren sburg. Mo . 191 10,000 52 Ypsilanti, Mich . 295 15, 000 50 Wiuona, Minn . 239 12, COO 50 Oshkosh, Wis . 271 13, 000 48 Cortland, N. Y . . 390 ' 18, 000 46 Salem, Mass . 240 11, 000 45 Hampton, Va . 215 9, 000 41 Peoria, Ill a . 114 4, 650 40 Bloomshurg, Pa . 250 10, 000 40 Tougaloo, Miss . 115 4, 500 39 Farmington, Me . 149 5, 500 36 Albany, N. Y . 488 18, 000 36 Plymouth, N. H . 170 d5, 600 33 Castine, Me . 168 5, 500 32 Jefferson City, Mo . 183 5, 000 27 Castleton, Vt . 57 1,500 26 Fairmont, W. Va . 204 e5, 200 25 Meriden, La . 206 /4, 500 21 Kirksville, Mo . 523 10, 000 19 West Liberty, W. Va . 110 2,100 19 Huntington, W. Va . 161 3, 000 18 Pine Bluff, Ark . 225 g3, 500 15 Johnson, Vt . 105 hi, 650 15 Baltimore, Md . 240 2,000 8 Eandolph, Yt . 182 tl, 600 8 Millersville, Pa . 804 5, 000 6 a This is a county-school. b From State, county, and city. c A special appropriation. d $600 of this is a city-appropriation. e $2,500 from State; $2,700 from county. / $2,000 from State ; $2,500 from county. g $2,000 from State; $1,500 from city. h $150 of this from county, i $100 of this from county. TABLE IV. — COMMERCIAL AXE BUSINESS-COLLEGES. The following is a comparative exhibit of colleges for business-training, as reported to this Bureau from 1870 to 1873 : 1 1870. 1871. 1872. 1873. Number of institutions . 26 60 53 112 Number of instructors . 154 168 263 514 Number of students . 5, 824 6, 460 8, 451 22, 397 The table shows an increase in the number reported in 1873 over that of the pre¬ ceding year of 59 colleges, 251 instructors, and 13,946 pupils. The whole number of pupils reported in attendance during the year was 22,397. COMMERCIAL AND BUSINESS-COLLEGES. XXXV The following is a summary of Table IV, for which see appendix. Summary of commercial and husiness-colleges. State. Number of schools. N amber of instructors. Number of students. State. Number of schools. Number of instructors. Number of students. 1 15 472 New Jersey . 1 5 254 (rPOTO'in, - . . 4 10 619 New York . 13 73 2, 747 Tllinnis 14 C2 2, 221 North Carolina . 1 1 8 Tnfliniia, 6 25 996 Ohio . 12 43 2, 813 Iowa . . 7 25 1, 435 Oregon . 1 1 74 Kan.sae .. ...... _ _ 2 3 376 Pennsylvania . 7 40 1, 579 TTpintnolcy . . 2 9 240 Phode Island . 1 8 125 T.nnisifi.na, . . . 2 15 600 Tennessee . 4 12 291 Maine . 1 3 79 Texas . 1 3 27 Maryland . 1 7 389 Virginia . 1 1 62 TVfnssa.ohnsfttta . 4 32 1, 425 Wisconsin . 7 22 1,291 Michigan . 8 25 1,248 District of Columbia _ 2 12 195 Minnesota . 1 6 246 Utah TeiTitory . 1 7 381 6 47 1, 828 New Hampshire . 1 2 376 Total . 112 514 22, 397 The names of eight colleges from which no statistics have been received will also be found in the table. The rapid growth of these schools and the large number of pupils seeking the special training afforded by them sufficiently attest that they meet a want which is supplied by no other schools in an equal degree. The object aimed at being simple and direct, they are calculated to supplement in special departments the instruction of the public schools and academies. In their peculiar province they should present advantages similar to those of other special schools, viz: those of directing the energy and industry of the pupils to the mastery of those branches of study necessary to insure business- success, as well as the forms, methods, and principles of business-transactions. Henoo it would seem that there could be no question of their utility and importance nor of their title to recognition and encouragement. One of the obvious needs of the colleges is material for illustration in the way of museums or cabinets of commerce and manufactures, embracing 'the cliief products and articles of exchange of the lead¬ ing commercial nations. Such museums would be no less valuable as aids in the in¬ struction given in these colleges than the museums of natural history in the instruction of schools of science or the museums of art in schools which aim to teach the theory and practice of art. The following remarks are extracted form an address, “ Business as a learned pro¬ fession,’’ delivered by General R. D. Mussey, at the commencement-exercises of the Washington Business-College, June 18, 1873: I confront to-night young men and women who are not certified to have read Latin and Greek and stndied mathematics, but to have completed a course of husiness-educa- iion. The tongue of these diplomas is that of the people and the certificate is of prac¬ tical training. This change challenges attention and provokes comparison and rellec- tion. It is significant of the breadth of modern civilization, indicative of its needs and the provision to meet them, and anticipatory of the larger future awaiting educational institntions. The vocations of university-graduates — law, medicine, theology — have had in the popular mind heretofore a certain exclusiveness attached to them. They have been called the learned professions. This scene to-night accumulates proof that education is not to be confined to three out of the thousand pnrsnits necessary to secure for us the comfort, the help, the security of our social system. ^ * * It is one of the signs — this fitting for business by imparting culture — that the future of our race is not to be an unstable equilibrium between discordant forces — thought and XXXVI REPORT OF THE COMMISSIONER OF EDUCATION. action — but the firm resultant of their harmonious co-operation. ^ * It was redo¬ lent with the exclusiveness of class, that division of human pursuits which gave to three the title “ learned professions ” and lumped all the rest under the phrases “ occu¬ pations,” “ trade,” ‘‘ labor.” It came to us Americans honestly enough from our mother- countries, but it is not consonant with our ideas, either political or social, and it should perish from our siieech. Ours is a Republic ; and among those really at work for the common weal there is no precedence because of the employment. ^ ^ xhe dignity of labor is not an empty phrase. It expresses a profound truth. And I read this lesson here to-night : that business has its dignity. * ^ * And I have received another lesson to-night, namely, that we are recognizing the mutuality of help which men and women can give, and that it is no disgrace to be a “ business-woman;” not only no disgrace, but that it in no wise derogates from the fine charms of womanhood. * If it were true that all women should be wives and mothers, a business-train¬ ing would make them more helpful as wives, more capable as mothers. * « To many women the winning of bread, as well as the making of it, becomes a duty, a necessity. It is wise to admit this fact, to provide for this exigency; nay, rather it is criminal not to do so. * ^ * A business-education is also to be commended for the so-called professional man. * * There is no minister, no lawyer, no doctor, but will better reach his people, his clients, his patients, if he understands business-forms, busi¬ ness-necessities, business-experiences. There is this general principle running through all afiairs, that knowledge of the many fits for practice of one. TABLE V. — SECONDARY INSTRUCTION. The results of the efforts of this Bureau to collect full statistics of secondary instruc¬ tion are as yet far from satisfactory. The table, however, shows a large increase in the number of institutions over the number reporting in 1872. The following comparative summary exhibits the gain in the work since 1871 : 1870. 1871. 187;s. 1873. Number of institutions . . . . . . . . . 638 3, 171 80, 227 811 4, 501 98, 929 944 5, 058 118, 570 Number of instructors . Number of students . . . . . . Difficulty of obtaining full statistics. — It should be borne in mind that : first, institutions of this class are mainly endowed academies and privateschool8;secondl3', in a majority of the States they are under no State-supervision and do not report concerning themselves to any public officer ; thirdly, from the greater proportion no catalogues or printed pro¬ grammes are obtainable ; fourthly, the annual or biennial reports of the State-superin¬ tendents of public instruction, with few exceptions, make no specific mention of them. For ascertaining the names, location, &c., of institutions claiming this rank, the Office has therefore but one resource, viz, correspondence with State-, county-, and city- superintendents, school-principals,* and others interested in educational work. When it is considered, therefore, that the work of collecting these statistics was first begun in 1871 and that the report of that year contained the names of 638 institutions, with 80,227 pupils, while the tables for this year contain the names of 944 institutions, (exclusive of those in Table VI, academies having collegiate-preparatory departments,) with 118,570 pupils, there would seem to be good ground for hoping that sufficient data will soon be in possession of the educator for a more intelligent and thorough review and discussion of secondary education in the United States than D. now possible. Classification of schools, {co-education, cfc.) — For convenience of comparison between those of like character, the 944 institutions in the table have been put in three classes, the first comprising schools for boys only, the second for girls onl}^, and the third for both sexes. It will be observed that 596 institutions, with 2,779 instructors and 88,444 pupils, belong to this latter class. This shows that co-education of the sexes is a pre¬ dominant feature of secondary instruction among us. The following summary of the * J. J. Rucker, i)rincipal of Georgetown Female Seminary, of Kentucky, and W. E. Ward, principal of Ward’s Seminary, of Tennessee, have furnished us with valuable information respecting institutions in their respective States. SECONDARY INSTRUCTION. XXXVII Ibree classes shows for each State and Territory the nnroher of institutions, the num¬ ber and sex of instructors, the number and sex of students, the number preparing for classical and scientific courses in college, and the number of volumes in libra¬ ries. The summary also shows the amount of property and funds of a large number of the institutions. It should be said, however, that many of them furnished no state¬ ments under this head of the inquiries. Siininiary of Table V, Part 1, (schools for boys,) showing number of instructors and students. lustructors. Students. State. Alabama . Connecticut . Delaware — . Georgia . Illinois . Indiana . Iowa . Kansas . . Kentucky . Louisiana . Maine . Maryland . Massacbusetts . Minnesota . Mississippi . Missouri . Kew Hampshire . New Jersey...... . . Kew York . Korth Caroline . Ohio . Oregon . Pennsylvania . South Carolina . Tennessee . Texas . Vermont . Virginia . Wiflconsiu . District of Columbia. .. Colorado Territory .... - Total . Number of academies. Total. Male. Female. Total. M.ale. Female. Preparing for col¬ lege. Preparing for scien¬ tific course in col¬ lege. No. wlio have enter’d college since close of last academic year. 2 6 163 163 30 5 17 11 6 170 166 4 74 10 5 2 9 9 IQO 100 20 2 1 5 30 8 2 295 295 103 22 21 1 4 3 1 30 30 6 2 10 10 438 438 102 52 11 1 150 150 1 7 7 140 140 40 3 9 9 104 104 59 30 31 3 18 18 815 815 111 200 56 2 6 4 2 109 109 53 3 8 18 70 69 1 970 970 45 11 25 3 32 32 670 670 4 1 1 9 8 1 102 102 30 2 3 1 1 1 40 40 3 4 20 17 3 328 328 21 11 18 1 1 1 30 30 6 30 26 4 435 435 60 19 23 34 224 191 33 3, 537 3, 531 6 651 82 110 s 23 20 480 480 94 15 21 10 48 46 2 693 693 123 5 32 2 9 8 1 130 130 16 1 12 18 112 92 20 1, 546 1, 546 257 152 49 1 10 1 9 87 87 8 1 2 6 6 189 189 25 6 1 10 10 325 325 2 6 5 1 44 43 1 10 2 10 24 20 4 384 .381 3 36 2 5 1 10 10 140 140 40 10 24 24 525 525 70 15 15 1 9 9 i 162 771 681 90 13, 169 13, 155 14 2, 051 644 488 XXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Sumn^nj of Table V, Part 1, continued, (schools for boys.) showing number of volumes in libraries, amount of corporate p^'operty, ^-c. State. Volumes in library. Corporate property, &c. Total number. Incrc.ase since Octo¬ ber 15, 1872. Amount of property of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income of produc¬ tive fn uds. 150 1, 050 200 300 525 245 823, 000 45, 000 53, 000 40, 000 20, 000 25,000 5 850, 000 $4, 000 $300 73 25 10 32, 500 7, 500 525 7, 000 73, 000 6, 800 1,200 8, 000 700 1,678 17, 275 2, 400 500 Kentucky . 1, 800 28, 000 20, 000 20, 000 30, 000 209, 300 100, 000 80, 000 10, 000 92, 000 Louisiana ... . . . . 200 172 625 3, 000 !Maiue . Maryland . . ... . . . 797, 800 680, 000 43, 271 Massachusetts . Minnesota . . 10 85, 000 Mississippi . . . Missouri . 2, 560 20, 000 New Hampshire . '. . New Jersey . 5, 500 21, 646 6, 100 6, 092 2, 950 7, 440 175 81, 500 226, 956 16, 000 151, 000 1, 018, 646 49, 800 181, 000 56, 000 393, 866 11, 500 32, 000 1,000 7, 240 New York . 1, 193 100 850 1, 610 305 North Carolina . . . Ohio . Oregon . 7, 000 18, 000 840 1,200 Pennsylvania . 123, 000 South Caroliu.a . Tennessee . . . 20, 000 30, 000 41, 000 32, 000 Texas . . 1, ooo 3, 687 1, 150 5, 000 420 1, 200 ’Verm out . . . 64 43, 000 10, 000 600 "Virginia . VTisconsin . District of Columbia . 3, 590 35, 500 Colorado Territory . Total . 99, 143 5, 242 1,516, 056 2, 776, 112 843, 000 64, 776 SECONDARY INSTRUCTION. XXXIX Summary of Table V, Part 2, (schools for girls,) showing number of instructors and students. State. CC 9 Amount of productive funds. O .fc! o o a o o 1,560 1, 250 4, 025 900 500 5, 250 §20, 000 51, 000 800 50 §50, 000 372, 000 15, 000 400 50 Kansas . Kentucky . 10, 250 300 3*0 3, 580 3, 850 3, 577 350 425 30 ICO 100 20, 000 455, 000 25, 000 42, 000 447, 000 340, 000 10, 000 16, 000 5, 000 60, 000 40, 000 1, 042, 659 2, 500 92, 500 275, 866 $10, 000 $700 300 Louisiana . !Maine . 45, 000 320, 000 Mar viand . 4, 000 Massacliusetts . Michigan . 27 50 Minnesota . i . Mis.'^issipx^i . 5,000 Missouri . 2, 100 200 23, 886 200 Kew Jersey . 30, 000 268, 009 Kew York . 399 16, COO 700 Korth Carolina . Ohio . 8, 300 14, 710 114 40 110, 000 Pennsylvania . 6, 300 South Carolina . Tennessee . 14, 200 794 500 1, 760 823 3, 500 7,300 500 1, 100 150, 000 209, 600 10, 000 17, 000 40, 000 12, 000 118, 000 5, 000 500 50 Texas . . Vermont . 25 Virginia . 300 "West Virginia . 23 30 200 50 Wisconsin . District of Columbia . Kew Mexico . Total . 114, 715 3, 813 998, 009 3, 723, 125 30, 800 8, 050 SECONDARY INSTRUCTION. XLI Simmary of Table V, Fart 3, (schools for boys and girls,) shoiving number' of instituUons and students. State. No. of academies. Instructors. Students. Total. Male. Female. Total. Male. Female. Preparing for college. Preparing for scientific course in college. No. who have entered college since close of last academic year. 2 10 3 7 455 224 231 4 1 4 2 o 75 40 35 California . 3 14 8 6 290 166 124 60 29 3 Connecticut . 28 104 40 64 3, 554 1, 634 1, 920 119 33 22 Delaware . . . 5 31 12 19 521 287 234 51 16 8 Dlorida . 2 8 5 3 233 113 120 12 12 6 Georgia . 8 34 13 21 1, 004 560 444 88 5 6 Illinois . 16 73 38 35 2, 769 1,445 1,324 99 GO 16 Indiana . 6 22 7 15 998 518 480 18 10 14 5 22 10 12 789 391 398 41 1 Kentucky . 13 60 21 39 1,570 767 803 22 25 Maine . 27 85 41 44 3, 037 1,504 1, 533 157 12 19 Maryland . 9 42 27 15 1,864 1,255 609 18 14 2 Massachusetts . 31 126 55 71 2, 735 1,336 1,399 150 27 45 Michigan . 4 23 8 15 781 358 423 195 48 39 Minnesota . 9 43 15 28 1, 608 790 818 46 43 34 Mississippi . . 2 10 3 7 440 246 194 1 Missouri . 13 59 28 31 1, 434 665 769 85 24 32 New Hampshire . 38 106 46 60 3, 716 1, 824 1,892 182 24 45 New Jersey . 15 61 26 35 1,013 568 445 75 17 10 New York . 200 1, 179 412 767 40, 709 20, 319 20, 390 1,219 348 231 North Carolina - .... 13 35 15 20 928 506 422 66 26 32 Ohio . 46 166 86 80 5, 752 2, 703 3, 049 230 61 64 Oregon . 1 4 1 3 86 45 41 Pennsylvania . 24 115 56 59 2, 535 1,338 1, 197 146 24 50 Ehode Island . 2 18 7 11 327 182 145 15 8 Tennessee . 9 33 14 19 1, 196 619 577 108 1 19 Texas . 2 3 2 1 99 63 36 9 Vermont . 34 162 52 110 4, 873 2,416 2, 457 221 30 54 Virginia . 10 26 15 11 620 360 260 30 1 6 IV est Virginia . 6 34 3 31 1, 173 430 743 20 15 "Wisconsin . 50 28 22 1, 013 590 423 18 2 District of Columhia. . . 1 3 3 60 20 40 Colorado Territory . 1 11 11 148 35 113 5 1 Wyoming Territory . .. 1 3 1 2 39 21 18 2 1 Total . 596 2, 779 1, 100 1,679 88, 444 44,333 44, 106 3, 537 890 797 Total, Part 1 . 162 771 681 90 13,169 13, 155 14 2, 051 644 488 Total, Part 2 . 186 1, 508 208 1,260 16, 957 122 16, 835 105 10 26 Total, Part 3 . 596 2, 779 1, 100 1,679 88, 444 44, 338 44, 106 3, 537 890 797 Grand total . 944 5, 058 2, 029 3, 029 118, 570 j 517, 615 60, 955 5, 753 1, 544 1,311 XLII EEPOUT OF THE COMMISSIONER OF EDUCATION. Sinmnanj of Table V, Part 3, continued, (schools for boys and girls,) showing number volumes in libraries, amount of corporate property, 4'c. of State. Volumes in library. Corporate property, &c. Total number. Increase since October 15, 1872. Amount of property | of coriioratiou. V alue of grounds, build¬ ings, and apparatus. Amount of productive funds. Income of productive funds. 3, 000 12 $7, 500 $10, 000 10, 000 650 302 25, 000 40, 000 $13, 000 Conuecticut . 4, 755 266 130, 900 260, 000 $82, 400 6, 160 Delaware . 2, 750 50 35, 000 37,000 8,000 400 500 10, 000 3, 000 Georgia . . 1,040 195 40,000 66, 000 17, 000 1, 200 Illinois . 5, 895 259 181, 500 428, 600 20, 500 2, 000 Indiana . 3, 000 1, 012 18, 000 44, 200 3, 000 680 Iowa . 1, 200 65 6, 000 56, 000 2, 000 150 Kentucky . . . 935 50 26, 000 112, 250 11, 000 1, 000 Maine . 7,108 207 182, 100 163, 500 120, 400 5, 188 Maryland . 1, 950 52 5, 000 66, 000 700 Massachusetts . 15, 917 556 1, 072, 277 514, 500 589, 128 42, 001 Michigan . 801 40 86, 500 1, 300 500 Minnesota . . 1, 871 246 25, 000 86, 000 1, 500 Mississippi . 200 5, 000 Missouri . 3, 202 300 33, 000 179, 589 Kew Hampshire . 11, 978 125 203, 000 351, 200 151, 844 9, 588 Kew Jersey . 4, 700 2, 100 100, 000 285, 000 20, 000 1,450 Kew York . 157, 336 5, 139 3, 444, 591 5, 109, 308 299, 979 66, 646 North Carolina . . . 3, 650 15 12, 000 39, 200 10, 000 500 Ohio . . . 11, 720 325 207, 000 374, 350 104, 250 10, 897 Oregon . 500 3, 000 Pennsylvania . 8, 570 300 88, 000 292, 435 1, 500 Hhode Island . 3, 000 100 850, 000 725, 000 125, 000 7, 525 Tennessee . 1, 333 55 39, 700 51, 700 11, 000 Texas . 169 5, 000 Vermont . 6, 616 550 404, 000 414, 080 65, 060 4, 108 Virginia . 200 10, 000 13, 500 6, 000 360 West Virginia . 1, 000 40, 000 Wisconsin . 2,300 150 143, 506 151, 106 13, 500 2,350 District of Columbia . Colorado Territory . 300 40, 000 10, 600 1, 000 Wyoming Territory . 25 5, 000 Total . 268, 171 12, 471 7, 391, 574 10, 043, 118 1, 603, 861 180, 903 Total Part 1 . 99, 143 5, 242 1, 516, 056 2, 776, 112 843, 000 64, 776 Total Part 2 . 114, 715 3, 813 998, 009 3, 723, 125 30, 800 8, 050 Total Parts . 268, 171 12, 471 7, 391, 574 10, 043, 118 1, 663, 861 180, 903 Grand total . 482, 029 21, 526 9, 905, 639 16, 542, 355 2, 537, 661 253, 729 CITY HIGH SCHOOLS, XLIII CITY HIGH SCHOOLS, FROIM TABLE II. A special summary is here presented of the high schools reported in Table II. Summary of instructors and students in high schools. State. Ko. of schools. Instructors. Students. Total. Male. Female. Kumber enrolled. Average attendance. 3s’ umber of cities and towns reporting. . . . 422 424 402 366 3 9 5 4 383 Arkansas . 1 3 2 1 60 49 California . 13 35 22 13 955 832 Connecticut . . 12 53 23 30 1, 2.55 736 1 5 2 3 100 Georgia . 7 18 9 9 782 666 Illinois . 54 144 61 83 3, 936 2, 987 Indiana . . 30 89 44 45 2, 309 1, 474 Iowa . 23 61 33 28 1,381 1,003 Kansas . y 18 9 9 491 317 Kentucky . 1 3 1 o 85 73 Louisiana . . 3 17 6 11 516 445 Maine . 15 54 19 35 1, 571 1, 363 Maryland . 3 32 12 20 1, 115 1, 007 Massachusetts . 80 282 128 154 7, 773 6, 899 Michigan . . 34 104 49 55 2, 869 2, 046 Minnesota . 11 25 13 12 624 405 Mississippi . * Missouri . 15 59 28 31 1,824 1, 193 Kebraska . 3 7 4 3 151 59 K evada . . . . . 1 1 1 45 Kew Hampshire . 8 21 7 14 688 441 Kew Jersey . IG 53 26 27 1,261 1, 043 Kew York . 32 131 53 72 3, 580 2, 451 Korth C.arolina . . . . . . Ohio . 70 144 58 86 4, 314 3, 330 Oregon . 1 4 3 1 126 95 PennsylTania . 52 125 74 51 3, 784 1, 892 Ebode Island . 3 19 8 11 457 428 South Carolina . Tennessee . 4 15 8 7 510 379 Texas . 1 1 1 15 Vermont . 4 12 5 7 285 252 Virginia . 5 13 7 6 425 334 TYest Virginia . 1 2 1 1 40 30 Wisconsin . 18 51 21 30 1, 497 1,097 Colorado Territory . 1 i 1 15 14 Utah Territory . 1 2 1 1 125 100 Total . 536 1,613 751 862 45, 302 33, 490 Four hundred and twenty-two cities and villages reported schools of this grade, with 1,013 instructors and 45,302 students. To these are to be credited most of the 4,198 students reported in public schools as preparing for the colleges and schools of science. XLIV REPORT OF THE COMMISSIOXER OF EDUCATION. It will 1)e seen, therefore, that many of the high sehools rank, in the training aiforded, with the private schools for secondary instruction usually denominated academies. Indeed, in some sections of the country, as in Maine, many of the time-honored acad¬ emies are being merged in the high schools. But what shall he said of the very small per cent, of the pupils enrolled in the city schools reported in this grade? Hon. J. D. Philhrick, superintendent of schools of Bos¬ ton, a city making as ample provision as any for carrying pupils through the primary-, grammar-, and high-school-grades of instruction, remarks, in his last semi-annual re¬ port, of the grammar-school-grade: If we go down to the third class in the grammar-schools, we find that it contains only a little more than half the number of pupils admitted in a single year from the jnimary schools. This shows that only about half the pupils ever reach this class. Certainly this fact cannot he contemplated wi.% satisfaction. The cause of this un¬ satisfactory state of things is found, in part, in the unwillingness or inability of par¬ ents to allow their children to remain long enough at school. But this cause equally atiects all schools, which are alike in respect to the social condition of the population from which their jinpils are drawn. The tables of the superintendent’s report show that, while the whole number of pupils in the grammar-schools of the city in July, 1872, was 17,102, the number of pupils admitted to the high schools from the grammar, in July of the same year, was only 879, or only about 5 per cent, of the number of pupils reported in the next sub¬ ordinate grade. Hence it appears that the schooling of the great majority of the boys and girls, in one of our oldest and most favored cities, ceases with the second-grade- or grammar-school. And the branches taught in this grade, at least up to the third form, are, for the most part, those generally denominated elementary English studies. This is doubtless true, with equal or greater force, of other cities. The following exhibit, drawn from Table II, shows the proportion of enrollment in high schools of cities in several States, to the total enrollment in the city-schools : States. Ko. of cities reporting. Ko. enrolled in city-schools, all grades. Ko. in 1,000 enrolled in 1 high schools. California . . . . . 11 41, 129 23 Connecticut . . . 11 26, 486 47 Tilinois . . . . . . . . . . . 44 97, 106 40 Tiirliana _ _ _ _ _ .. . 28 39, 883 57 Town, . . . . . . . . . 21 22, 775 60 Kansas . 9 12, 233 40 !iraine . . . . . . . . . 15 25, 533 G1 Maryland. . 1 28, 329 39 Massachusetts . 63 155, 843 49 31 51, 879 55 Minnesota . 11 14, 398 43 Kew Hampshire . 7 12, 537 54 Kew Jersej'^ . 11 54, 540 21 Ohio . . ' 40 105, 966 40 Pennsvlvania . . . . 36 160, 413 23 Khode Island . 3 11, 850 38 Virginia . 4 9, 668 43 VTisconsin . 15 22, 779 65 Pupils leaving the schools at the age of 12 or under have pretty surely failed to ac¬ quire what any system of education should aim to give. They have dropped their studies just at the point where studies begin to have some shaping power on the future man or woman. Primary training does little, often nothing, towards forming intel¬ lectual tastes. The perception of principles does not come in early years of instruction. PREPARATORY SCHOOLS. XLV Kal)its of mind which lead one to find pleasure in intellectual pnrsnits are not formed at this early age. Thus the great body of our youth leave the school witk memories crammed, it may be, with a multitude of facts, isolated, unconnected, but without that training necessary for understanding or appreciating either the leading activities of their own times or the rich and varied stores of the literature and science of their native tongue. TABLE VI. — PREPARATORY SCHOOLS. It seemed desirable, in view of the prevalent discussion by the college-faculties of the subject of preparatory training, to present some statistics of schools devoted wholly or in part to the training of young men for the colleges and scientific schools. Inquiries in regard to the number of students thus preparing, and the number sent up to the colleges and scientific schools in 1872, were also extended to the schools for secondary instruction reported in Table V, as well to the city high schools reported in Table II. There are doubtless quite a number of private fitting-schools in the country from which no information has been received, but it is probable that the three tables indicated show pretty nearly the extent of the facilities now afforded for preparatory training outside of the classical and scientific colleges. It will be seen, however, by referring to Table VI, that there are but few schools distinctively and exclusively of this class, by far the larger number included therein having both classical and English departments, and the number of students in the classical section being in many instances smaller than that in the English section. In the 86 schools reporting, there were 690 instructors and 12,487 pupils. Of the 12,487 pupils, 4,992 were stated to be in classical-preparatory, 2,274 in scientific, and 3,716 in English studies ; the remaining 1,505 pupils were unclassified in the returns. The following is a summary of Table VI : Summary of number of instructor's, students, ^'C., in preparatory schools. State. Number of schools in each State, Number of instructors. Students. Whole number. Number in classical department. Number in scien¬ tific department. Number in English departm’t, exclu¬ sive of classical and scieutific. California . 2 16 *258 76 49 Connecticut . 6 62 *1, 002 388 49 266 Georgia . 1 3 107 50 14 43 Illiuois . 2 16 130 74 18 38 Kentucky . Maine . 6 24 *617 203 74 115 Maryland . 2 17 *279 20 219 Massachusetts . 18 108 *2, 124 996 406 349 Missouri . 1 2 45 Kew Hampshire . 4 .33 *639 461 70 Kew Jersey . 3 18 84 45 24 15 Kew York . 19 193 *3, 594 1,160 902 1,286 Ohio . . . 3 59 1,418 604 198 016 Pennsylvania . 6 54 *645 183 283 143 Kbode Island . 4 37 522 294 53 175 V erraont . 3 22 621 244 44 333 Virginia . 4 14 304 141 115 48 "Wisconsin . 2 12 98 53 45 Total . 186 690 12, 487 4, 992 2, 274 3, 710 * Includes students unclassified. tTbe table contains tbe names of seven schools from wbicb no sta¬ tistics have been received, not included in ibis summary. XL VI REPORT OF THE COMMISSIONER OF EDUCATION. Summaru of imniber of students, Woraries, ^c. — Continued. State. Students. Volumes in library. Corporate pitperty, &c. Entered college since close of last aca¬ demic year. Entered scientific school since close of last academic year. Amount of endow¬ ment. Annual income of endowment-fund s. Value of groxiuds and buildings. 7 2 1, 900 $125, 000 Connecticut . 18 4 6, 200 $158, 000 |4, 250 300, 000 Georgia . 5 12, 000 Illinois . 5 2, 100 65, 000 Kentucky . Maine . 39 4 2, 125 12, 000 51, 500 Maryland . 6 2, 650 11, 000 Massachusetts . 131 43 22, 812 402, 500 23, 992 635, COO Missouri . New Hampshire . 12 14 6, 000 263, 000 11, 600 258, 000 New Jersey . 7 7 30, 000 176, 000 New York . 209 45 15, 763 275, 780 16, 689 1, 252, 468 Ohio . 40 3 500 150, 000 Pennsylvania . 24. 14 6, 325 275, 9C0 Rhode Island . 24 3, 500 P o o o 600 95, OOO Vermont . . . 3 6 2, 684 70, COO 12, 300 55, 000 Virginia . . 28 2, GOO 69, 000 Wisconsin . . 7 1 2,000 50, 000 Total . 555 153 77, 159 1, 221, 280 69, 431 3, 580, 868 COLLEGIATE-PREPARATORY STUDENTS IN THE SEVERAL STATES. The following table will bring into a connected view the number of pupils preparing in the several classes of schools in each State for the universities and colleges and for the scientific schools during the year 1873. The total number reported in courses prepa¬ ratory to the classical colleges was 38,875. Of this number 2,965 were in high schools, (public ;) 5,753 were in academies and other private schools ; 4,992 were in the pre¬ paratory schools embraced in Table VI, and 25,165 were in the preparatory depart¬ ments of colleges. COLLEGIATE-PREPARATORY STUDENTS. XLVII Summary of students in classical and scientific preparatory courses. Number preparing for classical course ill college. Number preparing for scientific course in college. State or Territory. In city high schools. Table II. In academies. Table V. In preparatory schools. Table VI. In preparatory depart¬ ments of colleges. Ta¬ ble VIII. Total reported. In city high schools. Table II. In academies. Table V. In preparatory schools. Table VI. In preparatory depart ments of scientific schools. Table IX. Total reported. 30 218 248 0 5 151 156 188 188 California . 79 60 76 1, 138 1,353 99 29 49 0 177 51 193 388 632 33 43 49 125 71 45 116 18 18 2 12 14 12 12 Georgia . 42 191 50 236 519 15 27 14 0 56 Ulinois . 275 105 74 2, 849 3, 303 102 60 18 156 336 218 120 1, 463 1, 801 71 62 133 95 41 1, 534 1, 670 37 0 37 22 40 614 676 12 113 125 40 81 477 598 15 55 67 137 T.onisia.na _ 111 348 459 200 200 Maine . 88 210 203 501 12 15 74 101 Maryland . 63 20 347 430 25 25 Massachusetts . 435 154 996 40 1, 625 89 28 406 16 539 Michigan . 414 195 1, 051 1, 660 206 48 0 254 Minnesota . 63 76 386 525 26 45 71 Mississippi . 3 270 273 182 182 Missouri _ _ .... '120 106 1,616 1, 842 78 35 53 166 Nebraska . 168 168 0 Nevada . . 10 10 8 8 New Hampshire _ 24 182 461 667 2 24 0 26 New Jersey . 63 135 45 172 415 46 36 24 35 141 New York . 322 1,993 1,160 1, 528 5, 003 122 430 902 87 1, 541 North Carolina . 160 184 344 41 41 Ohio . 196 353 604 2, 816 3, 969 108 66 198 64 436 Oregon . 12 16 763 791 1 Pennsylvania . 109 403 183 2, 028 2,723 39 176 283 118 616 Rhode Island . 18 15 294 327 8 53 61 South Carolina .... 8 296 304 1 93 94 Tennessee . 15 204 924 1, 143 g 17 92 114 Texas . 20 9 1, 145 1, 174 0 Vermont . 48 231 244 6 529 21 32 44 0 97 Virginia . 50 66 141 283 540 50 3 115 20 188 West Virginia . 4 20 95 119 4 70 74 Wisconsin . 110 18 53 1, 293 1, 474 2 45 72 119 District of Columbia 71 245 316 15 15 Colorado . 5 5 10 3 3 New Mexico . 0 Utah . 10 343 356 20 20 Washington . 93 93 Wyoming . 2 2 Total . 2, 965 5, 753 j 4,992 25, 165 38, 875 1, 233 1,544 2, 274 1,426 6, 477 XLYIII EEPORT OF THE COMMISSIONER OF EDUCATION. The total number reported in courses preparatory to tbe scientific schools or to the scientific departments of colleges was 6,477. Of this number, 1,233 were in the city high schools, (public,) 1,544 were in academies, 2,274 were in other preparatory schools embraced in Table VI, and the remaining 1,426 were in preparatory departments of scientific schools or of colleges. The whole number of the two classes reported was 45,352. It will be seen, by referring to the summaries of the tables of colleges and of scientific schools, that in 1873 there were in collegiate courses 25,010 classical and 3,414 scientific students. Perhaps one-third of these would represent the nurqber in the preparatory courses who will be sent u^d to the colleges and scientific schools in 1874. In what stage of their preparation the 45,000 students reported as in preparatory classes were cannot be determined.* A cursory examination of the preceding summary develops some instructive facts : In the six New England States the city high schools are preparing 664 students, the academies are preparing 985 students, and the special preparatory schools and j)reparatory departments 2,586 students, while the colleges themselves are preparing only 40. In other words, the academies of New England are preparing 3,571, or more than 83 in ] 00 of students being fitted for superior classical instruction. The case is very dif¬ ferent in other portions of the Union. For example, in the States of Ohio, Indiana, Illinois, Michigan, and Wisconsin the city high schools are preparing 1,213 students ; the ordinary academies, 791 ; other preparatory schools, 731, and the preparatory de¬ partments of the colleges, 9,472 ; that is to say, 12^ per cent, of this work is done by the academies and preparatory schools and 77^ per cent, by the colleges themselves ,* only about 10 per cent, are preparing in the city high schools. It thus appears that out of every 100 students preparing for college in New England, the colleges of New England are only burdened with the care of 1, while 83 out of every 100 students preparing in the Northwestern States mentioned must be drilled by the colleges. It is obvious that until institutions of secondary instruction are able to supply a sufficient number of prepared students to the colleges or until the city high schools regularly give opportunity for acquiring the rudiments of classical training, American colleges in the West and South must directly or indirectly prepare at least 75 per cent, of their students. Of course there are exceptional cases in which this necessity does not exist, but this burden on secondary instruction borne by institutions chartered as colleges, though unavoidable under existing circumstances, is nevertheless a very grievous one. Such a condition of affairs tends to a low standard of scholarship in the colleges, impairs the energies of tbe teachers, and fails to arouse and foster a love of high and thorough culture among students. Of the 949 students in New England reported as preparing for scientific colleges, 165 were in city high schools, 768 in academies and special preparatory schools, and 16 in preparatory departments of colleges; while, in the Northwestern States before mentioned, of the 1,278 students thus preparing, 489 were in city high schools, 497 in academies and special preparatory schools, and 292 in preparatory dex^artments of colleges, t RELATIONS OF SECONDARY SCHOOLS TO THE COLLEGES AND SCHOOLS OF SCIENCE. The past few years have been fruitful in discussions of the higher education, both classical and scientific, the results of which are seen in the new vigor, in the improved * Collcge-entrance-examinations.—'No statistics have been collected in respect to the proportion of ap¬ plicants annually rejected on examination for admissioii to the colleges since the effort made by this Office in 1871, -which resulted chiefly in showing that few colleges hejit any record of these examina¬ tions and that very few examined the candidates respecting their knowledge of the English Ian guage. The Military and Naval Academies are the only institutions of superior instruction in regard to which we have official annual data of this character. It is questionable whether these would afford a very accurate criterion for the universities and colleges. — (See extracts from report of Board of Visitors of Military Academy, under “ Military and Naval Academies,” p. Ixxxvii of this report.) t For Harvard entrance-examinations for 187(1, see summary under the head of “ Colleges.” EELATIONS OF SECONDARY SCHOOLS TO COLLEGES. XLIX metliods, and in the wider and higher aims of the better class of our colleges and schools of science. These discussions have incidentally thrown much light on the present condition of secondary instruction, and the relations of secondary schools to the colleges and schools of science have become in turn the subject of a good deal of thought and discussion among educators. Academies and high schools. — It is from the academies and endowed schools embraced in Tables V and VI that the colleges and schools of science in the North and East receive the majority of their students. It will be seen, by referring to the summary under the head of prejjaratory schools, that in 1873 there were, in academies and other secondary schools not belonging to the pnblic-school-system, 14,563 pupils reported in courses of study preparatory to the colleges and schools of science, while in the public high schools there were of this class but 4,198. Present condition of the schools. — While many of these schools are of a high order of merit and afford excellent training for the colleges and schools of science, it is never¬ theless the common observation of experienced educators that a large proportion of the class do not meet present requirements, either in the quality or extent of training, whether the destination of their pupils be the college, the school of science, or busi¬ ness. Many of them are doing the work of the primary school ; in a great number, the variety of classes and the great multiplicity of studies are out of all proportion to the teaching force. Even in many of the long-established schools, the old routine of stud¬ ies is kept up, notwithstanding the changes in the curriculum of the classical colleges and the special requirements of the schools of science. The frequent changes of teach¬ ers and the insufficient inducements for well-trained graduates of the colleges and schools of science to adopt teaching as a profession serve to keep many of the schools at a low standard. Hence the superficiality of much of the so-called secondary in¬ struction ; hence the little uniformity of standard in schools nominally of the same general class ; hence, too, the little philosophical arrangement or co-ordination of stud¬ ies and the general lack of the due co-operation with the aims of advanced instruction. Entrance-examinations at Wezt Point. — In their report for 1873 the visitors of the Military Academy call the attention of all school-officers and teachers to the surprising fact that, of the 134 appointees of the year, 49, or 38 per cent., were rejected on the scho¬ lastic examination, and express the opinion that this result was mainly due to the want of thoroughness in the schools. As the candidates must be between 17 and 22 years of age, the majority of the failures are to be attributed to the low standard in schools for secondary instruction. Sheffield Scientific School. — The report of the committee on the Latin entrance-exami¬ nation of the Sheffield Scientific School holds the following language on the causes of the inefficiency of the secondary and preparatory schools in classical, especially Latin, instruction. Much of the criticism would doubtless apply with equal truth to other subjects which it is the business of these schools to teach. In the large majority of cases it is believed that the teachers are young graduates of college, who for ulterior objects spend two, three, and four years in teaching, and who are usuallj’^ so pressed with work that they cannot if they would make up to any considerable extent their own deficiencies. The consequence frequently is that the student is put over precisely the same course, good or bad, that his teacher had pur¬ sued, and thus many defective and even pernicious methods, have been perpetuated by a long succession of iiro-tempore teachers and the student’s time and the cause of clas¬ sical education have often been sacrificed. Even among unquestionably competent Latin scholars, tradition and fashion have often had undue influence, and their own narrow-mindedness has sometimes been one cause of the failure, partial or complete, of classical studies to secure a really good education. Methods and objects, proper and useful enough in the sixteenth century, have been held on to in some places with al¬ most religious bigotry ; reasons for classical study, which in fact are chiefly historical, have been invented, of a necessary and ajyriori character ; and the growth of modern literatures, the advance of science, and in particular of the science of language, have often failed to open the eyes of the classical zealot to the changed position of classical studies in the sum total of human knowledge. The wide incompetence of classical teachers is another cause, temporary probably, E — IV L REPORT OF 'THE COMMISSIONER OF EDUCATION. bnt very miicli to be regretted, of uusuccessfiil classical study. Only those, perhaps, v’ho liave had considerable experience in conducting college-entrance-examinationa can realize this in its full extent ; but the knowledge of the fact is by no means con- lined to them. Able and experienced scholars, who are at the head of A^arious prepar¬ atory schools scattered throughout the laud, find this one of the most formidable diffi¬ culties tliey are obliged to encounter in giving efficiency to the institutions under their charge. Of course this state of things cannot be so noticeable in New England as in other parts of the country. Aside from the fact intimated above, that so many classical teachers are young college-graduates, there are many academies, select schools, and juiblic schools in wiiich the bulk of the higher teaching is done by one man. He does this, perhaps, year after year, beginning probably with only general attainments, which subsequent reading does little to advance. It cannot be expected that much efficient teaching of any kind can be done under such circumstances, still less in a lan¬ guage so difficult as the Latin, and where such wide and varied reading is necessary for the elucidation and illustration of a single author. Massachusetts Institute of Technology. — Mr. W. P. Atkinson, A. M., professor of English and history in the Massachusetts Institute of Technology, says : The question of the best method of adjusting my instruction to the real wants of the students of the institute has been from the outset a very perplexing one. The impel# feet i)reparation for the scientific studies of the course Avhich the students bring with them lays a heavy pressure upon them in that direction ; and, on the other hand, the deficiencies of too many of them in English studies require an attention to rudimentary drill, especially in composition, wffiich should properly have been comx)leted before admission. Elementary deficiencies are very general. I have taken the ground that, while the Institute of Technology does not offer itself as a teacher of writing, spelling, punctua¬ tion, and the rudiments of the art of composition, it will give all the incidental help it can to its students for the makiug-up of such deficiencies in their school-education, but should refuse to give a degree or diploma to any student who, by the end of the four years, has not acquired, directly or indirectly, a satisfactory proficiency in them. Endoiced, chartered, and private secondary schools. — In the census of 1870 there were in the whole country over 1,500 schools reported under the head of academies. It is cau- dent that most of those for the superior instruction of women, reported in Table VII of the appendix, were included by the census in this class. The number of secondary schools embraced in Tables V, VI, and VII of the appendix of this report is 1,235. The number exclusive of those embraced in Table VII is 1,030, of Avhich number 447 are chartered schools. Of these 1,030, 193 are boys’ schools, 186 are girls’ schools, and 651 are for boys and girls. Denominational schools. — Of the 1,030 secondary institutions above indicated, 440 were reported under the patronage of religious denominations and were distributed as fol¬ lows, viz : Roman Catholic, 100 ; Presbyterian, 69 ; Protestant Episcopal, 63 ; Congre¬ gational, 47 ; Baptist, 34 ; Methodist Episcopal, 20 ; Methodist, 19 ; Friends, 16 ; Free¬ will Baptist, 11 ; Lutheran, 10 ; Universalist, 7 ; Reformed, 6 ; Christian, 5 ; American Missionary Association, 4 ; Methodist Episcopal South, 4 ; Union, 4 ; New Jerusalem, 3; Evangelical, 3 ; Moravian, 3; United Presbyterian, 2 ; Orthodox, 2; and the remain¬ ing 8 under the following denominations, respectiAmly : Reformed Dutch, Reformed German, Unitarian, Independent, Seventh-Day Baptist, Cumberland Presbyterian, I United Brethren, and Protestant. Two hundred and ninety were rei)orted as non- > sectarian and 300 did not report at all upon this point. j Teachers. — The number of teachers reported in Table V was 5,058, of whom 2,029 I Avere men and 3,029 were women. The number of teachers in preparatory schools and preparatory departments. Table VI, was 690. Endowments. — The schools in several States reporting more than nominal endowments are as follows : In Connecticut, the Morgan School, Clinton, $50,000 ; Bacon Academy, Colchester, $16,000 ; Hartford Public High School, $30,000 ; Buckley School, New Lon¬ don, $50,000 ; Norwich Free Academy, $90,000 ; Connecticut Literary Institution, Suf- field, $22,000 ; Woodstock Academy,* $16,000 : in Delaware, Middletown Academy, at Middletown, $8,000 : in Georgia, Hearn Manual-Labor School, Cave Spring, $7,500 ; Mar- lin Institute, Jefferson, $17,000 : in Illinois, Grand Prairie Seminary and Commercial College, Onarga, $20,000 : in Indiana, St. Mary’s Academy, La Fayette, $25,000 ; Vin¬ cennes UnWersity, $48,000 : in Kentucky, Mt. St. Benedict’s Academy, Portland, $10,000 j ; EELATIONS OF SECONDARY. SCHOOLS TO COLLEGES. LI J Shelby Graded School, Shelbyville, $11,000 : in Maine, East Maine Conference Semi¬ nary, Bncksport, $30,000 ; Westbrook Seminary, Deering, $25,000 ; Lincoln Academy, Newcastle, $10,300 ; Bridgeton Academy, North Bridgeton, $14,000 ; Maine Central Institute, Pittsfield, $12,000 : in Maryland, McDonogh Institute, Owing’s Mills, $680,000: in Massachusetts, Pnnchard Free School, Andover, $60,000; Phillips Academy, Andover, $93,500 ; Hitchcock Free High School, Brimfield, $76,277 ; Williston Seminary, Easthampton, $100,000 ; Dean Academy, Franklin, $180,000 ; Lawrence Academy, Gro¬ ton, $80,000 ; Putnam Free and Brown High School, Newburyport, $41,351 ; Wesleyan Academy, Wilbraham, $70,000 ; Worcester Academy, $100,000 : in New Hampshire, Pinkerton Academy, Derry, 20,000 ; Phillips Exeter Academy, Exeter, $225,000 ; Kim¬ ball Union Academy, Meriden, $38,000 ; New Hampton Literary and Biblical Institute, $20,000; New Ipswich Appleton Academy, $25,000 ; Christian Institute, Woltboro’, $15,000 : in New Jersey, Farnum Preparatory School, Beverly, $20,000 ; Princeton Pre¬ paratory School, $30,000 ; Trenton Academy, $11,500 : in New York, Clinton Liberal In¬ stitute, Clinton, $36,650; S. S. Seward Institute, Florida, $30,000; Ten Broeck Free •Academy, Franklinville, $50,000 ; Gouverneur Seminary, $19,500 ; Colgate Academy, Hamilton, $30,000 ; Cook Academy, Havana, $45,135 ; Lowville Academy, $15,000 ; Cary Collegiate Institute, Oakfield, $20,000 ; Evans Academy, Peterboro’, $15,082 ; Chamber¬ lin Institute, Randolph, $42,291 ; De Veaux College, Supension Bridge, $190,645 : in Ohio, Grand River Institute, Austinburg, $15,000 ; Gallia Academy, Gallipolis, $11,000; Raven High School, Youngstown, $70,000 : in Oregon, Bishop Scott Grammar and Divinity School, Portland, $7,000 : in Pennsylvania, Academy of the Protestant-Epis¬ copal Church, Philadelphia, $15,000 : in Rhode Island, New England Yearly Meeting Boarding School of Friends, Providence, $125,000 ; Lapham Institute, North Scituate, $10,000: in Tennessee, Le Moyne Commercial School, Memphis, $11,000 : in Vermont, Episcopal Institute, Burlington, $10,000 ; Castleton Seminary, $30,000 ; Burr and Bur¬ ton Seminary, Manchester, $40,000 ; Beeman Academy, New Haven, $11,420 ; Caledonia County Grammar School, Peacham, $16,000 ; St. Johnsbury Academy, $10,000 ; Green Mt. Perkins Academy, Woodstock, $12,000 : in Wisconsin, Albion Academy and Normal Institute, $5,000 ; German and English Academy, Milwaukee, $6,000. Many other schools report small funds varying from $3,000 to $10,000. Insufficient endowments— It will be observed that the endowments of only a very small number, and these mostly in the Middle and New England States, are sufficient to sustain the necessary teaching force of a well-appointed academy. In the great majority of cases the revenues from tuition-fees constitute the main fund for the pay¬ ment of teachers’ salaries and current expenses. Hence the financial results are often viewed as the measure of success of the schools. Salaries are generally too low to secure highly- trained men for head masters and assistants. It is true that men of superior qualifications are often found in them, but the business of teaching is often taken up by these as a mere temporary resource. As a general thing, the schools are sadly deficient in suitable apparatus for teaching physical science ; many of them possess none whatever. It is no doubt partly owing to the inferior quality of instruction given in these institutions as a class that so small a proportion of pupils pass into them from the lower schools. The statistics collected by the Bureau show that the number of pupils in the secondary schools of all classes, including city high schools (public) and those for the superior instruction of women, was, on an average for the whole country, 50 to each 1,000 of the population between the ages of 14 and 18. Even this ratio is doubtless quite too large for those who were in secondary courses of instruction. The following table will show the like proportion of pupils in secondary schools for the several States : LII KEPORT OF THE COMMISSIONER OF EDUCATION, Siatisiical summary shoicing propo7’tion of pupils in secondary schools. State. Number of population between 14 and 18 years of age, (estimated.) Total number enrolled in secondary schools. Number preparing for colleges and schools of science. Number enrolled in sec¬ ondary schools, in 1,000 of population, between 14 and 18 years of age. Alabama . 119, 757 1, 609 30 13 Arkansas . 61, 530 474 5 7 California . 42, 287 3, 356 392 79 Connecticut . 52, 182 6, 220 757 119 Delaware . 14, 010 776 89 55 District of Columbia . 13, 254 1, 803 86 136 Florida . 21, 530 554 26 25 Georgia . 142, 205 2, 961 339 20 Illinois . 273, 489 11, 326 634 41 Indiana . 195, 659 6, 060 471 30 Iowa . 129, 484 4,089 173 31 Kansas . 35,176 1,486 74 42 Kentucky . 155, 282 4, 354 191 28 Louisiana . 78,009 1,716 311 22 Maine . 67, 482 5, 374 602 79 Maryland . . 86, 716 5, 283 108 69 Massachusetts . . . 142, 592 14, 741 2, 108 103 Michigan . 123, 724 4, 789 863 38 Minnesota . 42, 979 2, 935 210 68 Mississippi . 97, 497 1,343 3 13 Missouri . 191, 454 6, 465 339 33 Kebraska, _ _ _ 10, 923 319 29 Kevada . . . . . . . 1, 742 18 Kew Hampshire . 31, 506 5, 085 693 161 Kew Jersey . 91, 703 3, 104 349 33 Kew York . . 445, 687 57, 863 4, 929 129 North Carolina . . 128, 072 1, 849 201 14 Ohio . 298, 811 16, 792 1, 525 56 Oregon . . 9, 354 1, 105 29 118 Pennsylvania . 379, 531 12, 499 1, 193 32 Khode Island . . . 21, 885 1, 306 388 59 South Carolina . 81, 034 577 9 7 Tennessee . 150, 984 4, 363 241 28 Texas . 96, 514 1,981 29 20 Vermont . 34, 075 6,013 620 176 Virginia . 140, 728 3, 030 425 21 "Vest Virginia . 51,410 1,534 28 29 ■Wisconsin . 117, 371 4, 852 228 41 Total . 4, 177, 628 209, 991 18, 716 50 Elevation of standard. — There are grounds for believing that, unless secondary in¬ struction receives a better organization, raises its standard, and modifies its aims so as to secure a more real and systematic co-operation with the higher classical and scientific education, the better class of colleges will be obliged in the end to recede from the advanced positions already taken. Such a result could not fail to have a deplorable influence on every grade of instruction. Many of the leading schools, es¬ pecially in the Northern aud Eastern States, already recognize the necessity of prepar¬ ing to meet the new and increased demands upon them, especially in the departments EELATIONS OF SECONDARY SCHOOLS TO COLLEGES. LIII of elementary science, modern languages, and English studies, by instituting thorough scientific preparatory courses to run parallel with the course in classical studies. Additional endowments needed. — As has been said, an obvious hiudcrauce to the thorough reorganization and improvement of a great majority of the schools is the lack of pecu¬ niary means. They need additional resources, and measures should at once he taken for increasing existing endowments. New schools should be established and endowed in the South, where at present there is a great lack of provision for secondary instruction. The colleges and professional schools have hitherto been most favored in respect to gifts and legacies. Only here and there have the wealthy bestowed of their abundance on the academies and high schools. When it is more fully understood how dependent the colleges are for success and efficiency on the secondary schools, the secondary schools will become more frequently the objects of private and associated munificence. Even when considered apart from their relations to the higher institutions, our endowed schools are worthy of every kind of aid and encouragement. Arguments against pri¬ vate endowments for the furtherance of education and culture are out of j)lace in America. The wide publicity of every interest, the slight influence of traditions and old customs, and the disposition of society to find in present conditions of life the rule of judgment in respect to the utility of political and social arrangements are sufficient guarantees against abuse of foundations for such ends. It is, moreover, desirable that, in addition to the public high school, where a thoroughly good education can be acquired, there should exist a class of endowed and chartered schools of the same general rank, not under the immediate control of the State nor dependent on it, for the sake of variety of means and modes of education and of the mutual influence of schools differently organized in competition for excellence. It is not well that the schools should he all of one uniform type, nor that all youths should be trained and molded in one way. The high school is usually the home-school. It is often a great advantage to the young student to he thrown during some portion of his second¬ ary schooling into new scenes and new associations, among youths gathered from vari¬ ous communities, under teachers having new and important relations to him. In these new circumstances many narrow, home-bred fancies, unfavorable to intellectual devel¬ opment, are dispelled, and the youth receives perhaps his first impressive discipline in manliness and self-control. Harvard examinations in 1876, as a basis for the reorganization of secondary instruc¬ tion. — The Harvard entrance-examination for 1876 points to a course of studies which will commend itself to educators and which will doubtless he adopted as the basis of the reorganization or modification of the present curriculum of the best-appointed schools. In addition to the requirements in the classics, in French or German, and in English, all candidates will be required to pass an examination in one of the three following branches of elementary science : Elementary botany, rudiments of physics and of chemistry, or rudiments of physics and descriptive anatomy. The curriculum here outlined harmonizes essentially with that of some of the best- organized high schools, especially those of the New England cities, of St. Louis, and of a few other western cities. It aims to secure a thoroughly good education for young men in English, classics, history, modern languages, and in the subject-matter of ele¬ mentary science. Although the aim of the university in the changes and additional requirements has been “ to make the preparatory course correspond more nearly with ihe best possible course of study for young men up to an average age of 18, who purpose to pursue non-professional studies four years more, it will probably be found that such a course, with the exception of a portion of the classics, would prove to be best for those whose instruction terminates with the secondary or preparatory school. President Eliot, in his report for 1872-73, says : That teachers and pupils in preparatory schools should direct their efforts mainly to meeting these specific demands of the colleges, [in classics,] and should suboidinato the intrinsic importance of studies to their serviceableness in securing admission to college, is the only result that could be expected. Neither teacher nor i^upil could be much blamed, for instance, for practically setting the writing of good Latin above the writ- LIV EEPORT OF THE COMMISSIONER OF EDUCATION. ino- of good Euglish. It is plain that the only remedy for this grave evil is for the colleges to show by the nature of their admission-examinations that they will not ac¬ cept the rudiments of scholarship as amends for deficiencies in the rudiments. of educa¬ tion. The colleges, as the representatives of the value of the study of the classics, should be especially careful not to give plausibility, by any act or neglect of theirs, to the groundless assumption that the discipline of mind secured by the preliminary classi¬ cal training must be piirchased by the sacrifice of some knowledge which a well-edu¬ cated young man of 18 ought to i^ossess. Secondary iechmcal schools. —The changed and rapidly changing conditions of productive industry, involving the applications of scientific processes to every department of labor, and the confessed unsuccessful competition of our artisans with the large number annually coming to us who have been trained in the industrial schools of Europe, are awakening educators and others to the need of a class of technical or semi-technical secondary schools for teaching the elements of the sciences which underlie the industries and the arts, as well as their practical application. Steps have already been taken in several of our cities, especially in Boston, Philadel¬ phia, Toledo, and San Francisco, for establishing such schools, those in Boston and Philadelphia to be supported by city-appropriations, those in Toledo and San Fran¬ cisco by individual gifts or endowments. It is to be hoped that the other cities and more populous towns may speedily follow the example and secure, either through municipal appropriation or individual liberality, one or more technical schools where youths may have the opportunity of discovering and developing their special aptitudes — nature’s appointment to the avocations of life. Connection of high schools with State-universities. — In the West the experiment insti¬ tuted in 1871, of admitting to the University of Michigan the graduates of State high schools, without other examination than an inspection by the faculty of the course and methods of instruction in these schools, has been watched with interest. And as the report of the results of this experiment has been quite favorable, there has been a kin¬ dred linking of the high school with the university in Indiana and Wisconsin, though apparently without the careful guarding of it that prevails in Michigan. The educa¬ tional reports and journals from Minnesota, Nebraska, Missouri, and Kansas indicate that the same system is either adopted or likely to be adopted in those States, the idea being that the State-university is the climax of the State-schools and that all in these schools who may bo certified by competent authority to have mastered the studies which fit them for the university should be admitted to it without further question- iug. T^VBLE VII. — SUPERIOR INSTRUCTION OF WOMEN. ■ Statistics in detail of schools for thp superior education of women will be found in Table VII of the appendix. In respect to this class of institutions, the work of the Office shows most gratifying progress. Statistics of only 33 were given in the. report of 1870. The number of institutions reporting in 1873 was 205, with 2,120 instructors and 24,G13 students. The following is a comparative summary of institutions, instruct¬ ors, and pupils, from 1870 to 1873, inclusive : 1870. 1871. 1872. Number of institutious . Number of instructors . 33 378 5, 337 136 1, 163 12, 841 175 1,617 11, 288 Number of students . Of the students reported, 6,321 were in preparatory departments, 17,267 were re¬ ported to be in regular or advanced courses of study, and 1,025 in special and post¬ graduate-courses. The number of volumes reported in the libraries was 213,675. SUPEKIOR INSTRUCTION OF ^YOMEN. LV Statistical summarij of TaNe VII, slwwivg nmnher of instructors and students. State. Alabama . California . Connecticut . Delaware . . Georgia . Illinois . . Indiana . . Iowa . Kaiisas . Kentucky . Louisiana . Maine . . Maryland . Massachusetts . . Michigan . Minnesota . Mississippi . Missouri . Kew Hampshire New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . . . South Carolina. . Tennessee . Texas . Vermont . Virginia . West Virginia .. Wisconsin . 6 Instructors. Students. Number in each St; Total. Male. Female. Total. Number in prepa¬ ratory depart¬ ment. Number in regular course. Number in special or partial course. Number of post¬ graduates. 1 8 78 20 58 973 235 678 44 16 2 31 6 25 4C0 380 78 2 4 31 8 23 400 84 316 1 13 5 8 137 75 50 6 16 101 39 62 1,807 537 1,197 70 3 9 126 20 106 1,394 261 1,005 115 13 4 43 4 39 422 28 385 7 1 55 55 1 9 3 6 75 48 11 16 13 88 29 59 1, 161 421 724 11 5 1 6 1 5 60 25 39 2 1 12 6 6 694 694 5 49 11 38 456 114 339 3 9 141 41 100 1,200 80 1,047 68 5 2 16 1 15 171 22 128 9 12 1 11 2 9 104 104 8 70 25 45 957 371 571 13 2 11 124 17 107 1,249 279 944 8 18 3 25 3 22 128 12 110 5 62 19 43 623 51 564 6 2 18 265 56 209 3, 037 613 2, 396 0 22 11 101 28 73 1, 005 219 741 41 4 15 164 46 118 2, 269 579 1,501 140 43 1 8 8 136 136 17 212 64 143 1, 756 694 926 124 12 4 34 12 22 405 92 300 11 2 8 69 27 42 1,023 191 733 89 10 8 44 11 33 580 244 329 3 4 1 11 6 5 121 51 40 30 12 123 56 67 1,096 420 672 4 2 21 4 17 294 75 207 10 2 3 32 32 353 114 235 4 205 2, 120 570 1,550 24, 613 6, 321 17, 267 830 195 Total LVI EEPOKT-OF- THE COMJiIISSIONER OF EDUCATION. Statistical summary of Table VII, showing number of volumes in libraries and amount of . corporate property. State. Alabama . California . Connecticut .... Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . Minnesota . . Mississippi . . Missouri . Kew Hampshire Kew Jersey . . Kew York . . Korth Carolina . Ohio . . Oregon . Pennsylvania .... South Carolina. . , Tennessee . Texas . . Vermont . Virginia . . West Virginia ... Wisconsin . 12, 100 2, 000 1, 085 3, COO 10, 500 12, 200 5, 550 500 1, 500 5, 700 250 1, 600 8, 575 23, 585 1, 700 350 3, 550 6, 400 900 6, 000 25, 996 9, 600 22, 693 350 30, 300 1, 100 6, 800 2, 141 700 3, 950 800 1, 600 S 2 p. P. O o = . ^150, 000 4, 000 73, 500 672, 000 20, 000 20, 000 65, 000 60, 000 140, 000 50, 000 100, 000 10. 000 115, 000 135, 000 305, 330 30, 000 448, 335 30, 000 575, 000 35, 000 30, 000 8, 500 80, 000 270, 000 35, 000 40, 000 Corporate property, &c. Total . 213,675 3,501,665 7,210,074 445,990 24,300 1,064,448 2 « rp Pi 2 & cS $255, 000 30, 000 60, 000 328, 500 596, 562 108, 000 20, 000 302, 000 40, 000 90, 000 186, 000 781, 200 100, 000 155, 135, 141, 152, 574, 220, 985, 25, 961, 100, 258, 56, 80, 394, 35, $4, 000 500 5,000 20, 000 40, 000 20, 000 39, 440 4, 000 204, 300 35, 400 73, 350 p fl $400 1, 600 2, 500 1, 700 2, 730 2, 000 250 2, 474 9, 576 1, 070 $49, 025 18,000 17, 025 74, 678 20, 441 7,700 61,350 1, 600 8, 000 3, 000 2, 500 8, 000 68, 500 29, 400 1,900 10, 800 147, 549 8,500 146, 000 165, 967 24, 000 66, 500 8, 617 5, 500 92, 855/ 12, 000 5, 037 Note.— The names of 17 schools from which no statistics have been received will be found in Table VII. They are not included in the summary. It should be remarked here that the five colleges for women in the State of New York, being included in the institutions composing the university of the State, are not embraced in this summary. The statistics of these will he found in Table VIII. Organization of the schools. — These schools, like those for secondary instruction, are for the most part private incorporated institutions. Those having endowments or per¬ manent funds received them mainly from individuals and societies. They are sus¬ tained partly from the permanent funds, partly from individual contributions, and from tuition, and have not been aided to so great an extent as the institutions embraced in Table VIII. They are not subject, generally speaking, to supervision by the State-school- boards, nor to visitation other thau such as may be provided by the order of the trus- INSTRUCTION OF WOMEN. LYII tees, and the character of degrees, diplomas, or certificates awarded is at the discretion of the heads of the institutions. Being therefore free from civil control, each institution takes its own course and de¬ velops itself in its own way, adding the contribution of its own experience to the solu¬ tion of the problem of women’s superior education. Variety of standard. — Hence is found among these institutions professing like aims and claiming like rank a great diversity of standards, the standards varying with sections and localities and with the intelligence and culture of communities in which ■^hey are found. Hence also the great freedom in selecting names. Of the 205 report¬ ing, 107 are designated as colleges. But it is evident that but a small proportion, if any, of these exercise as yet functions strictly and appropriately academic or collegiate. Degrees, ^'C. — The annexed statement shows by States the number of degrees reported as conferred by these schools in 1873. The names of the degrees are almost as various as the names of the institutions conferring them. Of course their value must vary as the standard of culture in the schools. It is noticeable that the New England schools for women included in this table, although ranking probably with the best in the country, only in one instance report aca¬ demic degrees. Institutions for the sui^erior instruction of women, in Table VII. State. Alabama.... Arkansas ... California... Connecticut. Delaware ... Florida . Georgia . Dlinois . Indiana . Iowa . State. Kentucky _ Louisiana . Maine . . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . . . . Missouri . State. Nebraska . Nevada . New Hampshire . New Jersey . . New York . . North Carolina. . . Ohio . Oregon . Pennsylvania . . . . Ehode Island . . . . State. South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia. Wisconsin _ Total. 12 424 Corporate property, ^'C. — It will be observed that a large uumber of the institutions did not respond to these inquiries. Of the 205 embraced in the table, only 66 schools gave the amount of corporate property ; 147 reported value of grounds, buildings, and apparatus ; only 15 reported amount of productive funds ; only 13 reported income from productive funds ; and 79 reported receipts from all other sources during the year. New colleges for women. — The Sage College for Women, at Cornell, has not yet devel¬ oped its plan of management ; but from the hints given in the circular it may be sup¬ posed that it will be not unlike the one at Evanston. It will be opened in 1874. Two new institutions in Massachusetts, the Smith College, at Northampton, and the Wellesley College, Needham, both having about $1,000,000 to begin with and both de- sigued to afford to women the opportunity for a large and liberal education, with fair attention to the specialties of their sex and to good physical, as well as mental, train¬ ing, will probably open in 1874. Co-education. — The foregoing summary, however, does not exhibit the total provision for the higher education of women. Several universities and colleges recently organ¬ ized admit both young men and young women to their halls, while quite a number of colleges, which formerly admitted young men only, have now thrown open their doors to women. The number of these in New England is 5, which reported 25 women-stu- LVIII EEPORT OF THE COMMISSIONER OF EDUCATION. dents, all in regular collegiate courses ; iu tlie Middle States 8, with 632 students, of whom 370 were in preparatory departments, and 262 in regular college-course; in the Western States 67 institutions claiming collegiate rank reported 5,505 female stu¬ dents, of whom 4,223 were iu preparatory and 1,282 iu regular college-courses; and in the Southern States 17 such institutions reported 1,195 female students, of whom 817 were in i^reparatory and 378 in regular college-courses ; making a total in these institutions of 7,357 female students, of whom 5,410 were reported in preparatory depiirt- ments and 1,947 iu regular college-oiourses. Women are also admitted to several of the agricultural and mechanical colleges and other schools of science, (see Table IX of the aj)pendix.) The number reported in these was 784, of whom 212 were in preparatory departments and 572 in the regular course ; making a total of female students in mixed colleges in 1873 of 8,141, of whom 5,622 were in preparatory departments and 2,519 in regular collegiate courses. Harvard examinations for women. — The admission of young’ women to their curriculum on an equality with young men by several old and well-established colleges and the examinations for women recently instituted by Harvard University on the plan of the local examinations carried on by the Universities of Oxford, Cambridge, and London are destined to raise the standard as well as to modify in no small degree past theories and methods of woman’s education. These examinations, the first of which is to be held in June, 1874, are of two grades: (1) a general or preliminary examination for young women who are not less than 17 years old ; (2) an advanced examination for young women who have passed the preliminary examination and are not less than 18 years old. I, Preliminary examinations. — The preliminary examination will embrace the follow¬ ing subjects : English, French, physical geography, either elementary botany or ele¬ mentary physics, arithmetic, algebra through quadratic equations, plane-geometry, history, and any one nf the three languages German, Latin, and Greek. Candidates for the preliminary examination must specify which of the elective studies (German, Latin, or Greek) they will take. II. Advanced examinations. — The advanced examinations will be divided into five sec¬ tions, in one or more of which the candidate may present herself. No person will be admitted to the advanced examination till she has passed the preliminary examination ; but iu 1874 candidates can pass both examinations in the same year. Candidates for the advanced examination must specify which section and which subjects they select. These sections are as follows : (1) TMvcjuages. — Candidates may offer any two of the following languages : English, French, German, Italian, Latin, Greek. (2) Natural science. — Candidates may offer any two of the following subjects : Chem¬ istry, physics, botany, mineralogy, geology. (3) Mathematics.— Candidates must present solid geometry, algebra, logarithms, and plane-trigonometry, and one of the four following subjects : Analytic geometry, me¬ chanics, spherical trigonometry, and astronomy. (4) History. — In 1874, candidates may offer either of the two following subjects: The history of Continental Europe during the period of the Reformation, 1517-1648, or English and American history fives 1688 to the end of the eighteenth century. (5) Philosophy. — Candidates may offer any three of the following subjects: Mental philosophy, moral philosophy, logic, rhetoric, political economy. Pamphlets are printed containing full lists of books and specimen examination-papers on the work required. Forms of certificate to he given hy the university. HARVARD UNIVERSITY. Preliminary eocamination for women. A. B. has passed (passed with distinction) (passed with the highest distinction) the preliminary examination, held at - , on the - of - , 1874, under the direction of the faculty of Harvard College, and is entitled to proceed to the advanced examina¬ tion. Cambeidge, August 1, 1874. President, UNIVERSITIES AND COLLEGES. LIX HARVAUD UNIVERSITY. Advanced examination for tvomen. A. B., having duly passed the preliminary examination on the - of - , 1874, has been admitted to the advanced examination in the section (sections) of - , and has passed (passed with distinction) (passed with the highest distinction) the prescribed examinations in - , held at - , under the direction of the faculty of Harvard College, on the - of - , 1875. - , President. Cambridge, Augxist 1, 1875. TABLE VIII.— UNIVERSITIES AND COLLEGES. The following is a statement of the aggregate number of this class of institutions, with instructors and students, as reported to this Bureau each year from 1870 to 1873, inclusive. * 1870. 1871. 1872. 1873. N umber of institutions ....... _ _ _ .......... _ 266 2, 823 49, 163 290 2, 962 49, 827 298 3, 040 45, 617 323 3, 106 52,0r>3 NnTnbpr nf inst.i'ne.tnra _ _ _ _ Number of students . . . . . It is believed that the table of the present report (Table VIII) embraces nearly all in¬ stitutions claiming collegiate rank in the several States and Territories, with the ex¬ ception of schools of science and colleges for women, for which see Tables VII and IX. Several of them are of recent establishment ; others of older date do not appear to have thus far assumed full collegiate functions ; in the case of several, these functions are for the present suspended. The following analysis presents some items serving to show the status of the institutions, by States and Territories. Summary of universities and colleges. State or Territory. Alabama . Arkansas . California . Connecticut . Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . . . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . . Michigan . Minnesota . . Mississippi . Missouri . . N ebraska . . New Hampshire ^ rf. ^ P P 05 a * Tears in course. LX REPORT OF THE COMMISSIONER OF EDUCATION. Summary of universities and colleges — Continued. State or Territory. No. of colleges reported. No. reporting date of charter. No. not reporting date of charter. No. reporting only pre¬ paratory students. No. reporting collegiate students. No. not reporting stu¬ dents by elasses. No. not reporting libra¬ ries. Tears in course. No. not reporting. No. four years. No. three years. 00 o I c 1^ 1 1 2 ® cS t.1 ® a 4 4 1 3 2 1 1 New York . 2C 19 7 26 3 20 3 North Carolina . 6 6 5 1 4 1 Ohio _ _ _ 33 30 3 2 31 1 1 24 8 Oregon . 5 4 1 5 1 5 Pennsylva.nia, _ 24 24 2 22 2 2 18 4 Khode Island . . 1 1 1 1 South Carolina . . 7 7 3 4 2 2 5 Tennessee . 15 15 14 1 2 4 9 1 1 Texas . 12 8 4 3 9 7 2 8 1 1 Vermont . 3 3 3 3 Virginia . 8 8 7 2 3 2 1 West Virginia . 3 2 1 3 3 Wisconsin . . . 10 8 2 10 1 2 e o District of Columbia . 4 4 3 2 1 1 rrtah _ 1 1 1 1 Washington . . ' 2 1 1 2 1 1 Total . 323 282 41 28 287 2 34 37 211 17 6 52 It will be observed that of the 323 colleges in the table 41 do not report date of charter; 6 do not report the number of students ; 28 report preparatory students only; 2 do not report students by classes ; 34 do not report libraries ; 37 do not report the number of years in the collegiate course ; 17 report a collegiate course of three years, and 6 report a course of two years. The number reporting academic degrees conferred in course in 1873 was 226, (see Table XIII, appendix.) The number of first degrees conferred in eourse was 2,432. Catalogues and registers. — No annual catalogues or registers have been issued by 55 of these colleges ; at least, such publications have not been received at this Bureau. Hence, ^assuming that official statements of this kind afford any criterion of the rela¬ tive status of institutions,) no comparisons can be made between these and the well- established colleges, in respect either to requirements for admission, the character and extent of the course of studies, or the discipline and culture implied in the degrees conferred by them in the arts and sciences. Number of colleges. — The above analysis, as well as other particulars as given in the table, would indicate that quite a number of the so-called colleges do not reach the standard. They assume the name, having as yet insufficient facilities for doing the work of a college. Hence the frequent remark of educators that many of our colleges in name are not to be compared for thoroughness and extent of discij>line with our leading collegiate preparatory schools. The number of institutions purporting to belong to this class embraced in Table VIII is 323. This would give on an average nearly nine colleges to each of the 37 States, not counting the colleges of agriculture and the mechanic arts and colleges for women. When it is considered what is required in the way of professors and division of pro- , fossorial work, endowments, buildings, libraries, apparatus, museums, &c., to equip UNIVERSITIES AND COLLEGES. LX] a college to iiioet the cleraaiids of modern education and modern culture, the question is seriously suggested whether there is not great wast6 both of money and eflbrt in the Struggle to keep life in a large number of these institutions. It cannot be doubted that it would be far better for the interests of higher education if many of them were to convert themselves into thorough-paced preparatory schools. The multitude of such institutions creates competition and rivalry for mere numbers of students and degrades instead of advances the scholastic standard. Concentration of means.— Da not the statistics clearly indicate that what is needed is concentration and combination of means and energies ? A small number of vigorous colleges in a State, even in germ, would be of more value than a dozen or a score of feeble ones. They would not only raise the standard and character of collegiate train¬ ing, but would also exercise a powerful influence for good on every grade of instruc¬ tion, even to the lowest. Still, in all discussions of these statistics, due consideration should be had for the necessities and embarrassments of institutions in pioneer commu¬ nities. Table VIII of the appendix exhibits in detail the statistics reported by these in¬ stitutions. The following summaries show for each State the number of professors and instructors in the colleges, the number of students, preparatory and collegiate, the number of volumes in college-libraries, the increase in libraries for the year, the amount of endowments, value of corporate property, &c. It will be noticed, however, that many of the colleges do not report any items under some of the heads above indi¬ cated. Statistical summary of number of professors, students, cfc., in universities and colleges. Table VIII. State or Territory. Number of faculty. Total number of stu¬ dents. No. of women. Number of post¬ graduates. Unclassified. Preparatory. Collegiate. Preparatory. Collegiate. Alabama . 59 125 218 »7 Arkansas . 9 151 oOO 94 4 California . 140 200 1,138 784 199 64 116 Connecticut . 53 'YQO Delaware . 6 45 ivZ 17 5 62 Georgia . 44 236 717 Dlinois . 217 2, 849 4 1 , 622 957 207 11 Indiana . 128 21 1, 463 1,139 295 133 4 Iowa . 121 A, Oo4 795 59 D 159 2 Kansas . 43 614 146 164 46 13 Kentucky . 75 477 643 114 63 3 Louisiana . 58 348 12 Maine . . . 37 D0«7 qno 5 Maryland . 75 347 15 7 Massachusetts . 107 40 1,502 29 A Michigan . 97 1,051 4 741 448 171 8 Minnesota . 36 1 on Mississippi . o5 OOD yo OOG luy 11 Missouri . 180 269 4H\J 1, 616 2o6 1,153 iO 182 14 101 3 6 Nebraska . 17 168 oi New Hampshire . 23 J1 262 38 8 2 New Jersey . 56 172 591 1 New York . 382 58 1,528 3, 369 370 527 23 50 North Carolina . 36 184 407 Ohio . 263 245 2, 816 4 2, 324 795 42 338 1 3 Oregon . 29 763 303 323 61 LXII REPORT OF THE COMMISSIONER OF EDUCATION. Statistical suvimary of number of professors, students, ^-c. — Continued. State or Territory. Number of faculty. Total number of stu¬ dents. No. of women. Number of post¬ graduates. Unclassified. Preparatory. Collegiate. Preparatory. Collegiate, j Pennsylvauia . 226 20 2, 028 1,726 370 116 20 Rliocle Island . 13 212 3 South Carolina . . . 35 296 228 7 Tennessee . 118 580 924 661 77 14 44 Texas . 84 1, 145 636 417 118 8 Vermont . 20 6 131 9 Virfiinia . 81 283 920 9 V’^est Viro-inia, _ _ _ 15 95 156 7 2 Wisconsin . 106 105 1, 293 577 300 84 1 District of Columbia . 51 60 245 139 2 Utah . 5 343 214 WafihinjTfnn . . . . 5 93 23 Total . . 3, 108 1,683 25, 165 25, 010 6, 101 2, 349 335 Preparatory departments of colleges and preparatory students. — It is not possible here to ex¬ examine the above statistics much in detail. Those relating to students in the preparatory and collegiate courses of the colleges are worthy of notice. In comparing the respective numbers of these classes of students in the colleges in various sections of the country great differences will be found to exist. The colleges in the States of Alabama, Georgia, Ken¬ tucky, Mississippi, North Carolina, Tennessee, Virginia, and West Virginia report 2,667 preparatory and 6,235 collegiate students ; the colleges in the States of Illinois, Indiana, Michigan, Ohio, and Wisconsin report 9,472 preparatory students and 6,403 collegiate students ; the colleges in the States of New Jersey, New York, and Pennsylvania re¬ port 3,728 preparatory and 5,686 collegiate students ; the colleges of the New England States have only 40 preparatory students and 3,201 collegiate students. The colleges in Massachusetts have 1,502 collegiate students out of 1,542 in attend¬ ance ; the colleges of Michigan have only 741 collegiate students out of 1,792 persons in attendance. How can the collegiate revenues of Michigan be directed to their proper object, viz, superior instruction, as they are in Massachusetts? What measures can the colleges and the State of Michigan take to obtain as large a number of collegiate students in propv.^tion to population as Massachusetts has ? But it is not necessary to multiply questions on this subject. Massachusetts has a large number of schools for train¬ ing students for the colleges. These schools have been wisely fostered. The West and South have comparatively few schools of this class, and here doubtless is one of the main causes of the disproportion above indicated. It would seem, therefore, the obvi¬ ous x>olicy of the colleges of the South and West to encourage the establishment and generous endowment of collegiate training-schools, both public and corporate. Why cannot Michigan, Virginia, and the other States South and West have schools similar to the Phillips Acavlemy at Andover or the Williston Seminary at East Hampton ? The establishment of such schools would relieve the colleges of the burden of prepara¬ tory training and largely increase the number of collegiate students proper. Of the 323 colleges, 289 rex)ort libraries, the aggregate number of volumes being 1,930,124; 159 report increase in libraries during the year of 85,092 volumes. The aggregate amount of corporate property reported by 170 colleges was $44,813,876 ; the aggregate endowments rex)orted by 157 colleges was $20,232,511; the value of grounds, UNIVERSITIES AND COLLEGES. LXIII buildings, and apparatus reported by 25G colleges was $29,178,080 ; the amount of pro¬ ductive funds reported by 144 colleges was $21,960,322 ; the income of productive funds reported by 144 colleges was $1 ,876,873 ; the aggregate receipts for the year reported by 195 colleges (exclusive of that from productive funds) was $2,718,506; and the amount of scholarship-funds reported by 49 colleges was $1,641,743. Statistical summary of libraries, corporate i^roperty, in universities and colleges, in Table VIIL Volumes in library. Corporate property, &c. State or Territory. Wholo number. Increase since Oct. 15, 1872. Amount of en¬ dowment. Amount of prop¬ erty of corpo¬ ration. Value of grounds, buiklings, and apparatus. 289 159 157 170 256 _ _ 11,000 590 $351, 000 $450, 000 $485, 000 100 101 105, 000 55. OGO 40, 160 6, 230 52, 200 1, 152, 454 1, 024, 820 122, 606 2, 063 620, 000 2, 552, 703 1,233, 300 6, 000 81, 000 60. 000 50, 000 34, 500 20 580, OGO 718, 000 264, 000 88, 675 3, 839 1, 536, 849 3,015, 341 1,8 13, .500 65, 818 1,778 971, 500 1, 783, 000 1, 640, 000 Towa _ _ ■ _ 30, 084 12, 800 3, 695 688, 000 892, OGO 6S0, 000 Kansas . . . 350 67, 000 190, 000 514, 000 Kentucky . . . . . 35, 100 23, 000 250 529, 000 664, 000 522, 200 Louisiana ... _ .................... _ .... 400 138, 000 248, 782 341, 700 Maine . 50, 000 1,390 400, 000 889, 252 320, 868 Maryland . . . . 29, 560 2, 160 800 15, COO 265, 000 Massachusetts . 216, 000 2, 492 600, 000 5, 250, 114 1, 499, 716 Michio'an . 37, 550 8, 772 1, 625 637, 609 1, 244, 744 1 1 336, 885 Minnesota . 995 66, 634 1 199, 756 1 175, 300 Mississippi . 13, 000 64, SOI 1, 400 40, 000 232, 725 I 235, 725 Missouri _ _ _ _ _ _ _ _ _ 296 311,000 911, 000 ' 543, 000 alrp. 2, 900 22, 300 46, 500 45 45, 000 183, OOO ■ypw TTampsliire . .. _ . . 440, 000 600, 000 160, 000 12, 500 13, 683 125 750, 000 600, 000 Wnrk _ _ _ _ _ 224, 304 48, 500 154, 183 10, 175 5, 134, 000 13, 634, 193 5, 052, 103 Korth Carolina . 171, 000 370, 000 373, 000 _ _ _ _ 4, 049 2, 258, 236 3, 079, 779 2, 386, 290 Qj’Pfrn'n .... _ _ _ _ 147 129, 000 189, 000 100, 000 Pennsylvania . . . 166, 240 40, 000 13, 725 1, 395, 325 2, 031, 083 2, 277, 700 500 1, 500, 000 Smith Cn.vnlina _ _ _ _ 57, 500 38, 670 7, 200 100 350, 000 520, 000 7.55, 000 'Tmmps.'iee _ _ _ _ _ 1, 950 462 372, 500 270, 000 709, 000 Texas . . . . . . . . 207, 633 318, 000 427, 223 "V ermont _ _ _ _ ...... _ _ _ 30, 500 950 380, 000 550, 000 230, 000 Vi rjTi n i n, _ . _ _ _ _ 91, 180 1, 800 100 585, 000 110, 000 595, 000 West Virginia . 5, 500 100, 000 180, 000 265, 000 ^7isconsiu . . . . 37, 530 3, 200 184, 225 681, 778 014, 250 0"f* 54, 621 2, 020 1,067 795 1, 701, 164 700, 500 TT ^ o "W o qIti n n"f Art 775 200 65, 000 50, 000 Total . . 1,930,124 85, 092 1 20,232,511 44, 813, 876 21), 178, 080 1 LXIV EEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of libraries, corporate property, 4'C. — Continued. Corporate property, &c. State or Territory. Amount of pro¬ ductive funds. Income from productive funds. Keceipts for last year from all other sources. Aggregate ain’t of scholarship- funds. Xumber of colleges reporting . 144 153 195 49 $351, 000 $28, 000 $5, 500 35, 000 3, 500 6, 500 45, 000 4, 200 109, 700 Connecticut . 1, 260, 277 43, 620 125, 581 $50, 000 81, 000 4, 680 2, 000 Georgia . 208, 000 16, 800 70, 500 300 1, 416, 039 88, 719 90, 035 Indiana . . . 793, 500 66, 740 103, 400 174, 500 Iowa . 548, 000 66, 050 .109, 980 9, 000 Kansas . 77, 300 7, 533 60, 922 3, 500 Kentucky . 490, 000 29, 790 51, 170 2,210 Louisiana . 133, 000 18, 280 26, 695 Maine . 510, 000 33, 996 97, 456 94,500 Maryland . 17, 000 900 Massachusetts . 1. 448, 147 352, 643 77, 423 335, 000 Michigan . . . 543, 035 31, 771 78, 776 10, 000 Minnesota . 220, 000 14, 160 47, 037 Mississippi . 42, 725 54, 220 32, 935 Missouri . 146, 000 17, 300 154, 290 70, 000 Kehraska . . . 15, 000 13, 000 7, 000 Kew Hampshire . 400, 000 28, 000 22, 153 89, 000 Kew Jersey . 850, 000 54, 500 35. 500 64, 000 Kew York . 6, 945, 379 454, 229 657, 283 317, 977 Korth Carolina . . . . 115, 000 9, 400 25, 400 Ohio . 1, 610, 828 131, 630 91,437 142, 300 Oregon . 110, 000 10, 600 11, 800 61, 250 Pennsylvania . 1, 058, 325 94, 818 244, 975 46, 000 Ehode Island . 700, 000 45, 000 18, 407 57, 806 South Carolina . 225, 000 15, 700 37, 300 Tennessee . 152, 500 8, 600 32, 620 2, 000 Texas . 27, 000 1,700 69, 200 4, 500 Vermont . 380, 000 24, 600 15, 834 48, 000 Virginia . . 467, 000 19, 000 57, 000 6, 000 "West Virginia . 22, 000 9, 000 8, 000 Wiscousiu . 451, 267 34, 091 101, 147 38, 000 District of Columbia . 100, 000 24, 000 8, 500 Utah . "Washington . 15, 000 2, 000 1,000 Total . 21, 960, 322 1, 876, 873 2, 718, 506 1, 641,743 Material prosperity — benefactions. — The aggregate of benefactions to universities and colleges within the period covered by this report was $8,238,141. A detailed statement of them will be found in Table XXIV of the appendix. This statement shows how largely the working means of the higher schools of learn¬ ing have been increased during the year past by the generous bequests and gifts of lib¬ eral citizens. Contributions ranging from a few hundred dollars up to one bequest of UNIVERSITIES AND COLLEGES. LXV of about ^3,000,000, have come in to extend their buildings, augment their endow¬ ments, and enable them to offer wider advantages than ever previously could be pre¬ sented. Even the generally impoveiiahed South gives evidence of sharing this advancement. Thus Richmond College, Va., holds $70,000 in hand for a new and elegant building which it is erecting, with nearly $200,000 more subscribed. Wake Forest, N. C., has had $40,000 given it ; Emory College, Ga., $20,000 ; the University of Georgia $28,000 ; Center College, Ky., $80,000; Berea, Ky., $26,000; Vanderbilt University, Nashville, Tenn., $511,000. The President of Emory College states indeed that “within the past five years more has been done for the endowment of southern colleges than within the twenty years immediately preceding. The tokens of this general prosperity are vari¬ ous in kind. Trinity College, Hartford, Conn., besides receiving $60,000 as a gift, has disposed of its old location in the city for (it is said) $400,000, with which sum it is preparing to erect an elegant new building on a commanding site near by. The Uni¬ versity of Pennsylvania, Philadelphia, receiving also $60,000, has erected for itself a fine new college-edifice in West Philadelphia, disposing of its old site to the United States upwards of $600,000. The Northwestern Christian University, at Indianapolis, gains $150,000 by a like removal. Cornell has added to its previously large accommodations the new Sage College for Women, at a cost of $150,000. La Fayette, (Pa.,) Princeton, (N. J.,) and Yale, (Conn.,) have had erected for them each a noble building for its scientific school, costing, in the first-named, $250,000;* in the second, $100,000; and in the third, $110,000. The University of Michigan has linked its two extensive wings together with a great central hall costing $125,000. The Northwestern University, of Evanston, Ill., has had its property in Chicago so enhanced in value by the rebuilding of the burned portion of the city, as to bo in the way to a prospective wealth which will possibly make it the wealthiest in the State, if not in the United States, the estimate reaching from $10,000,000 to $20,000,000. The exceptions to this general prosperity are found chiefly in the South, where the prevalent impoverishment has caused the closing of six colleges, and in the West, where, amid the almost superabundant institutions of this kind, six that have died and three that are suspended can hardly be missed. Degrees.— For a detailed exhibit of the number and kinds of degrees conferred by the colleges in 1873, see Table XIII of the appendix. Following the example of the University of Virginia and of Harvard University, many of the colleges have recently announced that degrees of bachelor of arts or of master of arts will only be conferred on candidates who shall have passed special ex- aminations for such degrees. Museums. — The statistics of museums of natural history and of art and archteology, connected with these institutions, will be found in Tables XVII and XVIII of the ap¬ pendix. Co-education in colleges.— The number of institutions embraced in Table VIH, which reported women in preparatory or regular collegiate classes, or in both, was 97, not including the five colleges for women in the State of New York, to which young men are not admitted as students. Of this number, 67 are situated in the Western, 17 in the Southern, 8 in the Middle, and 5 in the New England States. The total number of women reported in these 97 colleges was 7,357, of whom 5,410 were in preparatory studies and 1,947 in collegiate classes. The number of students in the five colleges for women in New York was 788, of whom 370 were in preparatory sections and 418 in the regular collegiate courses. For further statistics relating to superior instruction of women and for the Harvard examinations for women, see the preceding summary of Table VII. *Pai de6 Hall, the new scientific school of La Fayette College, Pennsylvania, a generous gift from Mr. Ario Pardee, of that State, must rank among the finest buildings of its kind in the United States. Its cost of $250,000, added to Mr. Pardee’s previous gifts, makes the aggregate of his benefactions to the college $500,000. E— V LXVI REPORT OF THE COMMISSIONER OF EDUCATION. The rise of colleges for colored people. — The claim of our colored citizens to an ediica- tion -which may fit them for the full privileges and high responsibilities of their new position is leading to increasing openings for their entrance on a course of collegiate and professional instruction. Yale will graduate in 1874 one colored student from her academic department and one from her theological school. Lincoln University, Penn¬ sylvania, especially designed to meet the wants of this race, reports now 81 students in its preparatory school and 94 in its college-classes. Howard University, District of Columbia, reports 60 unclassified and 36 collegiate, besides law-, medical, and normal students. Berea College, Kentucky ; Fisk University, Tennessee ; Alcorn University, Mississippi ; and Straight University, New Orleans, La., have all opened their doors to students “without distinction of sex or race,’’ and at Berea the experiment of uniting the colored and white races appears to be an entirely successful one. In the others colored students in large numbers are availing themselves of the opportunities for education and demonstrating their capacity to make rapid and encouraging advance. Nor are these the only institutions open to them. The Hampton Institute, Virginia; the Freedmen’s College, Tennessee ; Tougaloo University, Mississippi ; Talladega Col¬ lege, Alabama ; and Atlanta University, Georgia, have been established for their espe¬ cial benefit, mainly by northern friends ; while Brown’s University, Florida, and the new University of New Orleans have grown out of the efforts of the Baptist Church for their improvement. The Clark Theological School, South Carolina, is also meant to be the basis of a university for colored men. We have thus twelve existing institu¬ tions for their higher education and at least one more in prospect. Elevation of standard, new departments, ^c. — It is gratifying to note a constant and well- directed effort in most of the leading colleges to raise the standard of admission to the college-curriculum as well as the standard for the several degrees conferred.’^ The scope of studies is being widened ; more prominence than ever before is given to English and modern studies ; special and post-graduate-courses have already been established in several of the larger institutions, while in others initiatory steps have been taken for instituting similar courses ; new and imijroved buildings are taking the places of the old structures, and the means of illustration, in the way of museums and cabinets of natural history and of art and archaeology, are rapidly accumulating. Harvard entrance-examinations. — Several important changes in the requirements for admission to Harvard University in 1875 and 1876 are set forth in the appended extracts from the president’s report for 1872-’73. These new requisitions by our oldest univer¬ sity, designed to secure a more thorough preparation of students in English subjects, (including some branch of elementary science,) cannot fail to produce a most beneficial effect on all grades of lower schools, both public and private. The reasons for the changes will commend themselves to every class of educators. In the year 1875 the additional requisition will be made upon all candidates for admis¬ sion that they shall be able to translate easy French prose at sight, with the option of substituting German for French. Already about one-half of the students come to col¬ lege qualified to pass such an examination, and those who are not able to pass it are required to study French in their sophomore year in addition to the regular work of that year. In the year 1876 all candidates for admission will be required to pass an examina¬ tion in one of the following subjects of elememtary science : Elementary botany, rudi¬ ments of physics and of chemistry, or rudiments of physics and descriptive anatomy, the selection of the subject being left to the candidate. In all changes in the preparatory course of study which have been here set forth, the single aim of the faculty has been to make that course correspond more nearly wth the best possible course of study for young men, up to an average age of 18, who pur¬ pose to pursue non-professional studies for four years more. As the learning given in American colleges has been predominantly classical and mathematical, it is not sur¬ prising that the proficiency of a candidate in the classics and in mathematics has been the point chiefly considered in examinations for admission. That teachers and * The preparatory schools are already striving to grade np their classes to a meeting of these new re¬ quirements, the moans of doing which occupied attention in the Classical Teachers’ Association in 1873 and will further occupy it in 1874. Even so far west as Cincinnati we read of a city-school pro¬ posing to make its course correspond with the Harvard elevation. UNIVERSITIES AND COLLEGES. LXVII pupils in preparatory schools should direct their efforts mainly to meeting these specific demauds of the colleges, and should subordinate the intrinsic importance of studies to their serviceableness in securing admission to college, is the only result that could be expected. Neither teacher nor pupil could be much blamed, for instance, for practically setting’ the writing of good Latin above the writing of good English. It is plain that the only remedy for this grave evil is for the colleges to show, by the nature of their admission-examinations, that they will not accept the rudiments of scholarship as amends for deficiences in the rudiments of education. The colleges, as the representa¬ tives of the value of the study of the classics, should be especially careful not to give plausibility, by any act or neglect of theirs, to the groundless assumption that the dis¬ cipline of mind secured by the preliminary classical training must be purchased by sacrifice of some knowledge which a well-educated young man of 18 ought to pos¬ sess. Co-operation on the part of the leading colleges is much needed in enforcing upon teachers, and in enabling them to enforce upon their pupils, the necessity of thorough traininf^ in all the elements of a sound education. As soon as those colleges unite in demanding of candidates for admission a thoroughly good training in English no less than in classical subjecta, the schools which feed the colleges will in turn be able to exact from the lower schools an efficiency which they now greatly lack. The service which American colleges could thus indirectly render to American education it is diffi¬ cult to overestimate. Were a good degree of proficiency in a well-constructed course of Eno-lish studies strictly enforced as a condition of admission into our leading colleges, the quality of education received by all pupils in all schools directly or remotely affected by such action would be sensibly improved. Hitherto a too exclusive concern for pre¬ liminary training in the classics and mathematics has cut off the higher institutions for education in this country from a part of that influence upon the lower, which it is both their interest and their duty to exercise. Students in institutions for superior instruction. — The following table shows the esti¬ mated population in each State between 16 and 20 years of age, the number of students reported in the colleges, in schools of science, and in institutions for the superior in¬ struction of women, and the number of these students in the several States to each thousand of the population between the stated ages. LXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary ofnumher of students, ^’C., in institutions for superior instruction. State. No. of poijulation between IG and 20 years of ago, (es¬ timated.) No. of students in colleges. No. of students in schools of science. No. of students in schools for the superior instruc¬ tion of women. Total number of stu¬ dents reported in these institutions. No. of such students in 1,000 x)opulation between 16 and 20 years of age. Alabama . 117, 500 355 102 738 1, 195 10 60, 288 94 40 134 2 43, 350 984 80 1, 064 24 Connecticut . 52, 170 792 242 316 1, 350 25 13, 498 17 21 62 100 7 13, 244 139 139 10 21, 998 Georgia . 138, 625 717 95 1, 270 2, 082 15 Illinois . 163, 517 1, 622 470 1,133 3, 225 19 185, 034 1, 139 394 1,533 8 122, 390 795 263 55 1, 113 9 Kansas . 34, 288 146 107 27 280 8 Kentucky . 145, 002 643 181 740 1, 564 10 Louisiana . . . . . 76, 212 569 41 610 8 Maine . 66, 484 302 181 694 1, 177 17 Maryland . 83, 888 495 130 342 967 11 Massachusetts . 146, 476 1, 502 595 1, 120 3, 217 21 Michigan . 120, 534 741 143 149 1, 033 8 ^Minnesota . . 40, 040 95 104 199 4 Mississippi . 96, 572 286 586 872 9 Missouri . . 181, 050 1,153 206 970 2, 329 12 Nebraska . 10, 910 31 31 2 Nevada . 2, 217 New Hampshire . 32, 158 262 112 116 490 15 New Jersey . , . 89, 612 591 134 572 1, 297 14 New York . . . 451, 474 3, 369 909 2, 424 6, 702 14 North Carolina . 125, 348 497 786 1,283 10 Ohio . 287, 075 2, 324 250 1, 690 4, 264 14 Oregon . 8, 443 303 123 136 562 66 Pennsylvania . 367, 593 1,726 1,295 1, 062 4, 083 11 Rhode Island . 22, 502 212 212 9 South Carolina . 81, 532 228 105 313 646 7 Tennessee . 144, 519 661 39 832 1,532 10 Texas . 92, 068 636 336 972 10 Vermont . 33, 912 131 36 70 237 6 Virginia . 133, 287 920 960 676 2, 556 19 West Virginia . 47, 653 156 44 219 419 8 Wisconsin . 108, 833 577 244 239 1, 060 9 Total . 3, 961, 206 25, 210 7,027 18, 292 50, 529 12 TABLE IX. — SCHOOLS OP SCIENCE. The folio vring statement shows the number of institutions and departments of this class, with instructors and students, as reported to this Office, in each year from 1870 to 1873, inclusive. The numbers under 1873 include the National Military and Naval Academies : 1870. 1871. 1872. Number of institutions . 17 41 70 Number of instructors . 144 303 724 5, 395 Number of students . 1,413 3, 303 The following are summaries of the statistics as reported in Table IX of the axipendix : SCHOOLS OF SCIENCE, LXIX Statistical summary of schools of science (including collegiate dcpartmeiits) endou'cd hy na¬ tional land-grants, in Table IX, Part 1. State. o g p Total number of per¬ sons in faculty. Students. Volumes in library. sic a ^ i § b 8 ^ B p Number in spe¬ cial course. Number of post¬ graduates. Number in pre¬ paratory course. 1 Whole number. Increase since October 15, 1872. i 1 6 101 1 1 5 35 5 188 150 1 20 0 10, 500 5, 000 1 31 185 20 37 1 6 19 2 0 6. 000 aO Georgia . O 11 95 0 0 0 13, 000 200 1 12 355 55 2 9, 000 300 Iowa . 1 17 243 19 1 0 3, 000 100 Kansas . 1 14 46 60 1 113 3, 000 70 1 9 181 67 20, 000 1 11 102 1 1, 500 600 IVfarvlflnd . . 1 6 130 Massachusetts . 2 54 431 10 7 6, 000 100 Michigan . 1 10 115 25 5 0 2, 800 125 Minnesota . . 1 ATississippi 2 16 182 10, 000 400 Missouri . 2 18 160 8 0 53 1,400 830 Kebra^slca _ _ _ _ _ 1 2 75 Nevada . aO New Hampshire . 1 13 20 1 0 1,200 200 New Jersey . 1 11 48 0 2 0 5,000 500 New York . 1 43 396 10 0 North Carolina . 1 Ohio . 1 7 30 Oregon . 1 4 44 Pennsylvania . 1 8 62 88 2, 000 Khode Island . el South Carolina . 1 4 27 78 93 500 Tennessee . . . 1 11 39 0 0 92 Texas . . 1 Vermont . 1 7 29 7 0 0 15, 000 450 Virginia . 2 28 336 0 1 20 1, 190 120 "West Virginia . 1 5 31 13 0 70 3, 000 100 "Wisconsin . 1 10 184 58 2 72 6, COO 1, 200 Total . 39 399 3,414 392 67 1,038 120, 315 10, 295 United States Military Academy . 1 42 217 United States Naval Academy . 1 57 241 d39 Total . . 2 99 458 39 Total . . 41 498 3, 872 431 67 1, 038 1 a Xot yet established. h Scientific school not yet organized, c See Table VIII— Colleges. d Cadet-engineers. LXX REPORT OF THE COMMISSIONER OF EDUCATION, Statistical summary of schools of science, — Continued. State. r Corporate property, «fec. Amount of endow¬ ment or of prodne- ' tive ftmds. Amount of property of corporation. Value of grounds, buildings, and appa¬ ratus. Income of productive funds. ■ ' «■! Eeceipts for last year * from all other souBces. 1 $223, 500 $50, 000 $17, 800 $3, 000 130, 000 $225, 000 10, 400 50, 000 179, 709 5, 370 281, 225 Delaware . 81, 000 60, 000 50,000 4, 860 2, 000 243, 000 225, 000 27, 000 29, 000 Dlinois . 319, 000 849, 980 28, 000 15, 077 Indiana . 340, 000 650, 000 170, 000 19, 000 79, 000 720 000 945 000 225, 000 35, 000 Kansas . 185, 469 457, 807 7'3, 888 23, 000 8, 000 Kentucliy . 165 000 275, 000 9, 900 7, 089 Louisiana . Maine . 124, 000 150, 000 8, 000 22, 000 Maryland . 112, 200 50, 000 100, 000 6, 747 6, 000 Massachusetts . 450, 000 1, 000, 000 250, 000 15, 000 59, 000 Michigan . 207, 500 11, 039 15, 500 Minnesota . . . 160, 181 Mississippi . 134, 900 300, 000 59, 852 50, 000 Missouri . 100, 000 12, 000 21, 500 300 Nehraslia . Nevada . New Hampshire . 138, 000 73, 625 4, 800 17 000 New Jersey . 6, 960 New York . North Carolina . 150, 000 Ohio . . . 500, 000 350, 000 300, 000 30, 000 Oregon . 5, 000 Pennsylvania . 500, 000 500, 000 300, 000 30, 000 14, 000 Ehode Island . South Carolina . 40, 000 Tennessee . 396, 000 22, 500 Texas . Vermont . . . . 143, 000 8, 580 Virginia . 265, 000 120, 000 100, 000 2, 500 65, 500 Vest Virginia . 110, 000 80, 000 6, 600 2, 000 "Wisconsin . 225, 309 200, 000 15, 771 29, 444 Total . 6, 152, 768 5, 489, 012 3, 127, 513 j431, 697 485, 870 SCHOOLS OF SCIENCE. LXXI Statistical summary of schools of science (including collegiate departments) not endowed hy nationdl land-grants, in Table IX, Pari 2. State. a Total number of persons in faculty. Students. Volumes in libiary. Number in regu¬ lar course. Number in special course. Number of post¬ graduates. Number in prepar¬ atory course. Whole number. Increase since Oc¬ tober 15, 18711. 1 4 58 156 500 1 a 78 0 0 2 32 144 3 16 500 100 1 12 36 2 0 2 23 84 5 2 0 3, 200 550 2 13 83 1 35 7, 000 1,000 5 56 485 34 4 87 10, 000 530 &3 16 187 33 64 1 5 79 c7 71 1, 154 67 12 30 48, 500 700 (Z4 19 614 9 3, 000 29 251 2, 982 141 31 388 72, 700 2, 880 Illinois . Maine . Massachusetts . . Missouri . New Hampshire New Jersey . New York . Ohio . Oregon . Pennsylvania . . . Virginia . Total . Corporate property, &c. State. Amount of endow¬ ment or of pro¬ ductive funds. Amount of prop¬ erty of corpora¬ tion. Value of grounds, buildings, and apparatus. Income of produc¬ tive funds. Eeceipts for last year from all other sources. Illinois . - . $30, 000 175, 000 $25, 000 $1, 500 $2, 500 Maine . Massachusetts _ _ _ _ 367, 000 428, 784 24, 000 22, 213 Missouri .. _ _ _ N ew Hampshire . . 191, 000 1, 700 11, 500 7, 612 New Jersey . 850, 000 500, 000 025, 000 47, 000 5, 000 New York . . . . .. 100, 000 316, 591 36, 130 Ohio . Oregon . 40, 000 Pennsylvania . 1, 050, 000 500, 000 750, 000 5, 000 40, 394 Vii^inia . 50, 000 302, 000 1, 800 2, 500 22, 000 Total . 2, 578, 000 1, 955, 784 1, 720, 091 91, 500 135, 849 a See Table VIII— Colleges. h One school not yet organized, c Two schools do not give statistics. d One school does not give statistics ; only one gives instructors. LXXII REPORT OF THE COMMISSIONER OF EDUCATION. Part 1 of Table IX relates to the colleges endowed by the national land-grant. The number of these reporting was 39; number of instructors, 399; number of students, 4,911; of students in regular course, 3,414; in special courses, 392; in post-graduate courses, 67 ; and in preparatory course, 1,038. Part 2 of Table IX relates to schools of science not so endowed. The number of these reporting, not including the National Military and Naval Academies, was 29; number of instructors, 251 ; number of students, 3,542 ; of students in regular course, 2,9o2 ; in special courses, 141 ; in post-graduate-courses, 31 ; and in preparatory course, 388. Graduates in 1873. — The number of degrees conferred in course by institutions embraced in Part 1 was 266, (see Table XIII.) The number of degrees conferred in other scientific colleges (Part 2 of Table IX) was 171. Total number of degrees in science by colleges embraced in Table IX, 437. For detailed statement of degrees conferred, see Table XIII of the appendix. For museums and cabinets of natural history, &c., connected with any of these in¬ stitutions, see Table XVII of the appendix. Benefactions. — Table XXIV exhibits the benefactions to the agricultural and mechan¬ ical colleges and schools of science during the past year. Date of organization. — Of the 39 institutions reported established under the grant, 3 were organized in 1863, 3 in 1864, 5 in 1865, 4 in 1866, 2 in 1867, 4 in 1868, 1 in 1869, 3 in 1870, and 7 in 1872. Six of the colleges have not yet effected their organization and the date of organization of one is not reported. Three States, viz, Florida, Louisiana, and Nevada, have not yet established colleges under the grant. The agricultural and mechanical colleges (15) in the following-named States have sev¬ erally independent charters and are not connected with State-universities or other col¬ leges : Alabama, Arkansas, Illinois, Indiana, Iowa, Kansas, Louisiana, Maine, Maryland, Massachussetts, (2,) Michigan, Ohio, Pennsylvania, Texas, and Virginia. The colleges on the foundation of the land-grant in these States severally form de¬ partments of State-universities or colleges : California, Connecticut, Delaware, Georgia, Kentucky, Minnesota, Mississippi, (2,) Missouri, (2,) Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Oregon, Rhode Island, South Carolina, Ten¬ nessee, Vermont, Virginia, West Virginia, and Wisconsin. Finances. — An effort was made to present a full statement of the endowments and other property of the colleges, the results of which will be found in the summary. It will be seen that many of them were unjorepared to respond fully to these inquiries. It is hoped that future efforts of this nature may be more successful. Preparatory training. — The statistics show that nearly one-fourth of the total number of students in these colleges were in the preparatory sections. As in the case of the clas¬ sical colleges in some parts of the country, colleges of agriculture and the mechanic arts are also obliged to bear the burden of preparing pupils for the scientific curriculum. This evil, if so it may be called, must be borne with, until either the higher grades of the public schools or the private schools and academies afford the facilities for the re¬ quisite preparatory training. The academies and high schools, as will be seen by refer¬ ring to the tables, report 2,777 in preparatory scientific courses. It may be doubted, however, whether any considerable number of these students receive special preparation fitting them for the colleges. The colleges themselves complain that a large proportion of the pupils sent up to them from the lower schools are poorly prepared ; that in some nec¬ essary branches they are totally unfitted, and that a great deal of time must be devoted to making up the students’ deficiencies in mere elementary branches. (See remarks on this subject under “ Secondary schools,” p. xxxvi of this report.) There are, however, in dications that in some of the States these hinderances will soon cease to exist. As the number of graduates of the scientific colleges increases, it is to be expected that many of them w ill take up the business of scientific instruction in the higher grades of the public schools, as well as in the academies and other private institutions. What is urgently needed is a class of schools specially devoted to this preliminary work. Gifts and endow¬ ments might be most usefully bestowed for the building-up of institutions which should be SCHOOLS OF SCIENCE. LXXIII directly subsidiary to the scientific colleges. Already in tbe New England States^ and in a few States outside of New England, schools are being established which shall do for the scientific colleges what their classical preparatory schools are doing for the colleges of liberal arts. The standard of admission. — The requirements for admission to the colleges having no preparatory course must, in most cases, be called very moderate. These are: In Kentucky, “a fair knowledge of arithmetic, grammar, and elements of algebra. In Maine, “ a satisfac¬ tory examination in arithmetic, geography, grammar. United States histoi'y, algebra to quadratics, and five books in geometry.” In the Massachusetts Agricultural College, “ a written examination in arithmetic and algebra through simple equations, geography, English grammar, and history of the United States.” In the Massachusetts Institute of Technology, “a satisfactory examination in arithmetic, (including the metric system of weights and measures,) algebra through equations of the second degree, plane- and solid geometry, French grammar through regular and irregular verbs, English gram¬ mar and composition, rhetoric, (so much ae is included in the first part of Bain’s Rhet¬ oric, or its equivalent,) and geography. In Minnesota, “ a satisfactory examination in reading, writing, spelling, English grammar. United States history, geography, arith¬ metic, and elementary algebra.” In the Sheffield Scientific School, Connecticut, “ a thorough examination in arithmetic, including the metric system ; in Davies’s Bour¬ don’s algebra as far as the general theory of equations, or in its equivalent ; in geom¬ etry in the nine books of Davies’s Legendre, or their equivalent ; in plane-trigonometry, analytical trigonometry inclusive ; in geography. United States history, and English grammar, (including spelling,) and in Latin. In this last, six books of Caesar’s Commen¬ taries, or their equivalent — as, for example, the prose of the first portion of Allen’s Latin Reader, closing with Sallust — is the least amount which will be accepted in the exami¬ nation.” Recent organization. — Reference has been made above to the fact that many of the colleges on the foundation of the national grant of 1862 have been but recently organ¬ ized ; 7 of them were opened in 1872, and 18 of the 39 embraced in the table have been in operation about five years only. In several of the States it has not, thus far, been possible to fully equip and organize colleges on account of the political and social condi¬ tions resulting from the civil war. The law of Congress. — There seems to be in the popular mind a misapprehension of the scope of the law of 1862, providing for the establishment of these institutions. The law reads as follows: “The proceeds of the grant shall be applied to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as ohe legislatures of the States may respectively prescribe, in order to promote the liberal and pract: cal education of the industrial classes in the several pursuits and professions.” At the time of the passage of the act there were in America very few in¬ strumentalities for adequate instruction in either theoretical or applied science, wdiile in Eurojie the schools of science had already reached a high degree of development, and were exercising a far-reaching influence, not only on all the professions outside of the theological and legal, and in all departments of arts and manufactures, but also greatly modifying theories and methods of education in nearly all its phases. The in¬ ternational expositions had opened the eyes of our educators and scientists to the inferiority of our country in almost all departments of applied science. Our students were resorting to the European schools for scientific training. Few original scientific works of authority were jiroduced or could be produced here, from the lack of the re¬ quisite opportunities for scientific culture. The country abounded in material wealth ; it was poor and provincial in the sciences and arts. What was demanded for our coun¬ try was, therefore, a class of schools or colleges combining in their curriculum means for thorough education in the sciences, both theoretical and applied, and in all the ele¬ ments of true modern culture. Such appears to have been the intention of the act of LXXIV REPORT OF THE COMMISSIONER OF EDUCATION. 186S. Its spirit was broad and liberal, excluding nothing which experience had shown to be valuable in modern education, while expressly providing for means of scientific instruction in agriculture and the mechanic arts. Farther provisions of the act. — The act provided that “the proceeds of the land-grant should constitute a perpetual endowment-fund, and that no portion of the fund or the interest thereon should be applied, directly or indirectly, to the purchase, construction, preservation, or repair of any building or buildings ; that the annual interest should be applied without diminution to the purposes mentioned in the fourth section, except that a sum not exceeding 10 per centum of the proceeds of the land-scrip received by any State might be expended for the purchase of lands for sites or experimental farms whenever authorized by the respective legislatures of said States.” Time required. — It is no less true of educational than of political institutions : they are not wholly made ; they are mainly a growth. It could hardly be expected that these colleges, having so wide an educational scope, making new demands on subordinate grades of instruction, requiring a new order of trained professors and teachers, besidee large outlay in buildings, laboratories, museums, cabinets, libraries, and apparatus, would, under the most favorable circumfstauces, attain a very complete development in the course of a decade. There are doubtless great deficiencies to be supplied in many of them. It is believed that these deficiencies are fully recognized by the faculties of the institutions in which they exist and that measures are in progress to supply them. It is for the interest of all that a considerate policy should prevail ; that there should be a gradual, sure development, ratber than a hasty and forced one. The colleges have apparently pursued this policy, sedulously working to fulfill the end of their establish¬ ment and studiously avoiding unfounded claims and excessive pretensions. Agricultural and mechanic arts. — The colleges which have organized their curriculum claim to have provided for special instruction of students in agriculture and in the mechanic arts. What would constitute a liberal and practical education in agriculture and the mechanic arts ? It would probably be admitted to comprise, besides a respect¬ able knowledge of the vernacular and of its literature, a knowledge of the laws of me¬ chanics and physics; a knowledge of natural history and of geology and botany; of experimental chemistry, both organic and inorganic; of engineering and surveying as related to irrigation and the reclaiming of waste lands ; of political, rural, and domestic economy. Every one of these branches of knowledge is intimately related to scientific agriculture and the mechanic arts. Certainly the demands of modern science in either or both of these fields far outrun the usual popular and superficial estimate of them. But while science was appointed to be the leading aim of the schools, there was to be no exclusion of other studies which are suited “ to bring the light of general culture to illuminate the technicalities of special i)ursuits.” The interest of the country and its honor alike require that the colleges should be thoroughgoing and maintain courses of instruction in all departments of science. Thus only can they meet the exigencies of the times and place our country in these respects on a x^ar with European nations. Graduates in agricultural science. — The colleges have been sometimes criticised on the ground that their graduates in agricultural science have been comparatively few, or rather that few of their graduates have become practical farmers. If the colleges made no x)ro vision or insufficient xjrovision for instruction in this department, there might be some justification for this criticism. It is believed, however, that all the colleges have provided for special instruction in agricultural science and that the graduates therein bear a fair x>i’oportion to those in other sx^ecialties. Still, it is not quite logical to blame the colleges for the choice of professions or callings of their graduates. No one would think of reproaching the classical colleges because they do not make all their graduates lawyers, or doctors, or clergymen. What has distinguished our country is the freedom which all enjoy in choosing their callings. Guilds, class-prejudices, systems of caste, do not oxierate here, as in older countries, to keex) the sons in the same x^aths which their fathers trod. All thinkers on political and social science have recognized in this unrestricted freedom one of the chief causes of the wide general intelligence, the intellectual activity and enterprise of our peoxde. SCHOOLS OF SCIENCE. LXXV Tendencies of the last iliiriy years. — In the absence of all statistics on this head it might have been reasonably assumed, in view of the political and social tendencies of the period, that no great number of educated young men would resort to the business of scientific agriculture. Emerson said thirty years ago, at a literary festival, ‘‘Whatever events in progress shall go to disgust men with cities and infuse into them the passion for country- life and country-pleasures will render a service to the whole face of the continent and will further the most poetic of all the occupations of real life.” Whatever tendencies were visible then to such a result, new counteracting events have led away from, rather than to, scientific agriculture. The energies of the nation have been absorbed for the last twenty years, more than ever before, in commercial speculations, in the development of trade and manufactures, in carrying forward vast systems of public works, in the ex¬ ploration of a continent. All the tendencies of the times have contributed to the con¬ centration of the population in towns and cities. Young men of education have flocked to the market and the forum ; neither personal predilections “nor paternal acres” have turned many to the “ sanative and tranquillizing influences ” of agricultural life. The most eloquent commendations of agricultural pursuits, from Zenophon and Cicero down to our times, have come from those who knew little practically of the mattock and the plow. These things, combined with the large returns on capital, with the com¬ paratively easy condition of the working classes, the semi-commercial spirit of the agri¬ cultural class, and the persistent inculcation by some leaders of opinion of the pleasant doctrine that anybody without training is good for anything or everything, have con¬ spired to a tardy appreciation of the value of scientific methods and processes, both in agriculture and the mechanic arts. Especially is this the case where the results of these methods are such as do not quickly obtrude themselves on the mind. The col¬ leges came into being amid these tendencies ; they have been obliged in some sense to struggle against them. But there are indications that other tendencies are beginning to operate. The results of scientific methods in their applications to commerce, manu¬ factures, mining, agriculture, &c., are becoming more widely known and more fully appreciated, the demand for men educated in these methods and processes is annually increasing, and a greater number of students are seeking the advantages of the best- appointed colleges. Gifts, endoivments, and yroceeds of sale of land-scrip, ^c. — Individual benefactions and State- and other appropriations to these colleges are an earnest of the growth of a healthy public sentiment in respect to them. Since their establishment more than $6,000,000 have been given for buildings, apparatus, and for endowments of professorships, scholar¬ ships, &c. Individual gifts alone reach the sum of $3,363,350. The amount received thus far from the sale of agricultural-college-scrip has reached the sum of $6,567,720. It will be seen that the colleges in many of the States have received from State-, county-, and municipal appropriations and from individual benefactions sums largely in excess of the proceeds of the land-scrip. The receipts of each, so far as has been ascertained, from pro¬ ceeds of land-scrip and from other sources, {i. e., donations, appropriations, &c.,) areas follows : Alabama, $216,000 from land-scrip $102,700, from other sources ; Ai'kansas, $135,000 from land-scrip, $217,000 from other sources ; California, $750,000 from land- scrip ; Connecticut, $135,000 from land-scrip, $350,000 from other sources ; Delaware, $83,000 from land-scrip ; Georgia, $243,000 from land-scrip, $28,400 from other sources ; Illinois,"^ $319,494 from land-scrip, $685,300 from other sources; Indiana, $212,238 from land-scrip, $695,000 from other sources ; lowa,^ $11,742 from land-scrip, $21,385 from other sources ; Kansas, $190,000 from land-scrip ; Kentucky, $165,000 from land-scrip, $210,012 from other sources ; Louisiana, $182,600 from land-scrip, $10,000 from other sources; Maine, $116,359 from land-scrix), $133,000 from other sources; Maryland, $112,500 from land-sciip, $45,000 from other sources ; Massachusetts Agricultural Col¬ lege, $157,538 from land-scrip, $441,186 from other sources ; Massachusetts Institute of Technology, $78,769 from land-scrip, $511,026 from other sources ; Michigan,* $207,500 from land-scrip; Minnesota,* $168,681 from land-scrip, $11?^, 500 from other sources ; Uni- Land not aJl sold. LXXVI REPORT OF THE COMMISSIONER OF EDUCATION. versity of Mississippi, $75,600 from land-scrip ; Alcorn University, Mississippi, $113,400 from land-scrip, $105,000 from other sources ; Missouri, $261,795 from donations, appro¬ priations, &c.; New Hampshire, $80,000 from land-scrip, $114,000 from other sources- New Jersey, $116,000 from laud-scrip, $93,000 from other sources ; New York, $602,792 from land-scrip, $1,114,909 from other sources ; North Carolina, $135,000 from land-scrip, Ohio, $342,450 from laud-scrip, $384,215 from other sources; Oregon, $10,000 from dona¬ tions, appropriations, &c. ; Pennsylvania, $439,186 from land-scrip, $117,699 from other sources ; Rhode Island, $50,000 from land-scrip ; South Carolina, $130,500 from land- scrip ; Tennessee, $271,875 from laud-scrip, $181,085 from other sources ; Vermont, $122,626 from land-scrip, $49,359 from other sources ; Hampton Normal and Agricultural Institute, Virginia, $95,000 from land-scrip, $250,376 from other sources ; Virginia Agri¬ cultural and Mechanical College, $190,000 from land-scrip, $36,683 from other sources ; West Virginia, $90,000 from land-scrip, $183,970 from other sources; Wisconsin,* $228,870 from land-scrip, $40,000 from other sources. Free scholarships A — These collegeshave already afforded to a great number of youths means of education, which, without the national grant, they never would have ob¬ tained. The number of free scholarships in the colleges already organized is at pres¬ ent over 2,700. Local influences. — The type of development of the colleges in the departments of sci¬ ence must in some degree be modified by geographical position, natural products, and dominant industrial interests. The coUeges in the agricultural States would be likely to have more students and graduates in scientific and practical agriculture ; in the non-agricultural States, more of the graduates would be divided among other technical pursuits and professions. Although present statistics are incomplete on this head, it will be seen that they point to this result. Graduates and former students. — Of students who have been connected with the Agri¬ cultural and Mechanical College of Alabama, 58 are reported as engaged in agricultural and mechanical pursuits. The college in Arkansas has no graduates as yet. The Sheffield School of Yale College has educated, in whole or in part, 75 professors in sci¬ ence who are now in places of responsibility in colleges in different parts of the coun¬ try, besides many who are serving the Oovernment in the Coast Survey, Hydrographic Bureau, National Observatory, and as geologists, explorers, and topographers. Many hundred students have also pursued special courses in this school. In Delaware, it is estimated that two-thirds of those who have been connected with the college are engaged in agricultural and mechanical occupations. The college in Georgia has as yet no graduates. Of 51 former students of the college in Illinois whose present occupations are known, 30 are engaged in agriculture, 4 in manufacturing, 7 in teaching, 4 in mercantile pursuits, and 6 in law and other professions. The mechanical and engineering departments were slower in developing, and not so large a proportion of the students are yet in the field. Nearly 100 of those who have been students in the college in Iowa are engaged in agriculture. Of those who have attended courses in the Agricultural and Mechanical College of Kentucky, between 40 and .50 per cent, are en¬ gaged in agricultural and mechanical occupations. Of the 13 graduates of the college in Maine, 4 are civil engineers, 2 farmers, 1 manufacturer, 1 fish-breeder, and the others are teaching temporarily. Of 34 who left before graduating, several have become farmers, others teachers, &c. Of the graduates of the Massachusetts Agricultural College, 66 are engaged in agriculture and 37 in mechanical occupations. The Massachusetts In¬ stitute of Technology has graduated 9 in the department of mechanical engineering, 7 in the department of civil and topographical engineering, 8 in that of geology and mining engineering, 8 in the department of mining engineering, 22 in the department of civil engineering, 13 in the department of chemistry, 2 in the department of science and literature, and 1 in the department of architecture. Besides these, a large number *Land not all sold. + Doubtless much of the complaint that has been heard in reference to the colleges would never have arisen if the States had restricted a certain proportion of free scholarships to such students only as purposed to devote themselves to practical agriculture. SCHOOLS OF THEOLOGY. LXXVII of students have taken special courses in the institute. Of the 73 graduates of the col¬ lege in Michigan down to 1872, inclusive, 21 are farmers, 7 are fruit-growers, 4 are engi¬ neers, 2 are mechanics, 7 are professors, and 5 are teachers ; 5 are students of special science, the remainder are engaged in various professions. The faculty estimates that more than half of the students who have been connected with the college in Minnesota are now engaged in agricultural occupations. The agricultural and mechanical college in Mississippi has as yet no graduates. The college in Missouri graduated its first class in 1873. Of the 5 graduates, one is assistant professor, the others are engaged in agri¬ culture. The college in Nebraska has as yet no graduates. All the graduates of the New Hampshire college are engaged in agricultural and mechanical occupations except one, who is teaching. Of the 47 students who graduated between 1868 and 1871 from the agricultural and mechanical department of Rutgers College, New Jersey, whose occupa¬ tions are known, 57 per cent, are civil engineers, architects, and manufacturers, and 8J per cent, are engaged in agriculture. The occupations of the graduates of the agricultu¬ ral and mechanical department of Cornell University, New York, are not known to the college. The college in Ohio is not fully organized and has no graduates. The college in Oregon has no graduates. About one-third of the graduates of the Agricultural and Me¬ chanical College of Pennsylvania have engaged in agricultural and mechanical pursuits. Of the 15 graduates of the college in Tennessee, 2 are farmers, 1 is a civil engineer,! is a mechanic, 6 are teachers, 1 at West Point, the others in various colleges. Of the gradu¬ ates of the college in Vermont, 9 are engaged in agriculture and 21 in mechanical oc¬ cupations. The Agricultural and Mechanical College at Blacksburg, Va., has as yet no graduates. The graduates of the Hampton Normal and Agricultural Institute (for colored students) are, with few exceptions, engaged in teaching for six months in the year ; for the remainder of the time, in farming or mechanical occui^ations. A large number of the graduates of the college in West Virginia (West Virginia University) are reported as engaged in agricultural or mechanical pursuits. The faculty reports that one-fourth of the former male students of the college in Wisconsin (University of Wisconsin) are engaged in agricultural and mechanical occupations. The remarks of Governor Jewell in transmitting to the legislature the last annual statement of the governing-board of the Sheffield Scientific School may without impro¬ priety be applied to several of the more thoroughly-organized colleges : The benefit which the scientific school has conferred upon the State, in turning out young men who, on leaving the institution, are enabled to assume the position of lead¬ ers in their several callings and of educators of the people to a higher grade of culture, increasing the productive brain-capacity as well as the material wealth of the country, cannot be estimated in dollars and cents. From all parts of the country come back most favorable reports of the graduates who have been sent out, and their influence, already great, is constantly on the increase. TABLE X. — SCHOOLS OF THEOLOGY. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year, from 1870 to 1873 inclusive, with the number of professors and number of students : 1870. 1871. 1872. nf iriftfitn+innfl ... . . . _ _ _ _ _ _ 80 94 104 nf* inRtrno.t.nrs .. . .... ..... _ _ 339 369 435 Ntunber of students . . . . . . . . 3, S?54 3, 204 3, 351 LXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. For statistics in detail of each school reference is made to Table X of the appen¬ dix. The following summary shows the number of schools in the several States, the number of volumes in libraries, the increase in libraries during the year ; also the amount of endowment-funds and the value of other corx)orate property. Summary of mmhcr of schools of theology, ivith number of volumes in libraries, amount of coiyorate property, State. Number in each State. Volumes in library. Corporate property, &c. Whole number. Increase since Oc¬ tober 15, 1872. Amount of prop¬ erty of corpora¬ tion. Vahie of grounds and buildings. Amount of pro¬ ductive funds. Income of produc¬ tive funds. Keceipts from all other sources. 1 1 000 20 $75, 000 2 5,000 540 $250, 000 75, 000 $46, 000 $5, 520 3 23 000 309, 984 Illinois . 10 36, 442 4,292 1, 005, 000 578, 850 1,059, 104 no, 662 $44, 308 Indiana . 1 Tnwa, _ _ _ 4 3 820 220 26, 000 24, 366 1, 389 2, 982 Kentucky . 5 16, 500 3, 500 252, 800 44, 000 189, 000 11, 500 8, 000 Louisiana . 1 Maine . . 2 17, 000 2, 000 170, 000 50, 000 170, 000 10, 000 1, 000 Maryland . . .... _ .... 3 20, 200 200 150, 000 40, 000 Massachusetts . '. . 7 66, 420 1, 920 1, 693, 737 535, 000 957, 000 71, 500 26, 094 Michigan . 2 1, 000 500 Minnesota . 2 1, 500 150 40, 000 800 2, 500 Missouri . 4 12, 900 50 40, 000 60, 000 25, 000 2, 000 10, 000 Nebraska . . 1 New Jersey . 4 55, 396 6, 716 420, 000 614, 000 484, 000 30, 453 6, 600 New Tork . 14 100, 691 7, 572 1, 525, 100 1,569, 500 613, 577 26, 874 159, 644 North Carolina . 1 1, 000 700 Ohio . . 12 51, 900 1,590 427, 044 328, 000 369, 773 17, 141 4, 000 Pennsylvania . . 15 87, 194 3, 590 878, 783 610, 387 998, 277 41, 442 3S, 058 South Carolina . 2 24, 846 148 208, 850 30, 000 145, 600 10, 231 4, 636 Tennessee . . . 2 3, 825 275 20, 000 55, 000 15, COO 1, 000 Texas . 1 450 Virginia . 5 15, 500 1,050 427, 200 235, 000 327, 000 20, 000 7 000 West Virginia . 1 3, 000 20, 000 Wisconsin . 3 12, 800 660 120, 000 100, 000 30, 600 3, OOO 33,306 District of Columbia . 2 1, 100 700 15, 000 Total . no 562, 484 36, 393 7, 768, 498 5, 190, 737 5, 455, 097 362 712 385, 128 SCHOOLS OF LAW. LXXIX The number of schools pertaining to the several religions denominations, with the number of professors and students therein, is shown in the appended abstract. Statistical summary of theological scftninaries. Eoman Catliolic . Baptist . Presbyterian . Lutheran . Protestant Episcopal . Conf^regational . Methodist Episcopal . Eeformed . United Presbyterian . Methodist . Christian . . Episcopal . . Free-Will Baptist . Unsectarian . United Brethren . Universalist . African Methodist Episcopal. Cumberland Presbyterian. . . . German Beformed . Methodist Episcopal, (South) . Moravian . . Uew Jerusalem . Presbyterian, (South) . U nion E vangehcal . Unitarian . Total . Denomination. Number of seminaries. Number of professors. Number of students. 16 123 603 14 65 567 14 74 532 13 53 487 8 28 313 8 51 324 5 45 207 4 16 109 4 12 70 3 10 126 2 6 110 2 9 12 2 9 28 2 9 58 2 4 28 2 13 35 1 2 20 1 2 47 1 3 10 1 3 17 1 3 29 1 3 1 4 60 1 6 28 1 11 18 110 573 3, 838 The number of degrees or diplomas conferred in theologyin 1873 was 683. A detailed statement of these will be*found in Table XIII of the appendix. Benefactions. — The amount of benefactions to schools of theology from October 15, 1872, to October 15, 1873, was reported to be $619,801. For further information in re¬ spect to these benefactions, see Table XXIV of the appendix. TABLE XI. — SCHOOLS OF LAW. The following is a statement of the number of schools of law reporting to this Bureau each year, from 1870 to 1873 inclusivoj with the number of instructors and number of students : 1870. 1871. 1872. Number of institutions . 28 39 37 Number of instructors . 99 129 151 Number of students . 1,653 1, 722 1,976 LXXX REPORT OF THE COMMISSIONER OF EDUCATION. Statistics in detail of these schools will he found in Table XI of the appendix. The following summary shows the number of schools in the several States, the number of in¬ structors and students, volumes in libraries, and increase in libraries durinsg the year : Statistical summary of number of schools of law, State. No. of schools. No. of instructors. No. of students. Volumes in library. Whole number. Increase since Octol^er 15, 1872. 1 5 46 7, 000 Georgia . 1 3 17 700 153 Illinois . . . o 5 35 350 Indiana . 3 7 53 2, 400 2 9 96 2, 500 500 Kentucky . . . 1 3 26 3, 000 30 Louisiana . . . 1 4 39 Massachusetts . 2 17 192 16, 200 200 Michigan . 1 4 331 3, 000 "Mississippi . . . . . . . 1 1 7 500 Missouri . 2 16 4, 000 New York . 4 19 547 8, 000 500 North Carolina . 1 2 25 Ohio . 3 14 56 3, 050 Pennsvlvania _ _ _ _ 2 11 64 190 South Carolina . . . 1 4 16 Tennessee . 1 2 103 600 Virginia . 3 6 101 "Wisconsin . . . . . . . 1 23 500 District of Columbia . 4 19 329 1,000 100 Total . . . 37 158 2, 174 52, 990 1,483 Two of the schools, viz, the Ohio State and Union Law College and the law-depart¬ ment of Richmond College, did not report the humber of students for the year. Degrees. — The number of graduates of the schools in 1873 was reported to be 706. The number of degrees conferred by the several schools, so far as reported, will be found in Table XIII of the appendix.* TABLE XII.— SCHOOLS OF MEDICINE. The following is a comparative statement of the number of schools of medicine, dentistry, and pharmacy reported to the Office each year, from 1870 to 1873 inclusive, with the number of instructors and students : 1870. 1871.- 1872. 1873. Number of institutions . 63 82 87 94 Number of instructors . 588 750 720 1,148 Number of students . . 6, 943 7, 045 5, 995 8, 681 The annexed summary of Table XII (to which reference is made for further and detailed .statistics) shows by States the number of schools of each class, the number of students, and the number of graduates in 1873, the number of volumes in libraries and increase in libraries for the year ; also the number of alumni and the amount of property, funds, &c., of institutions, so far as these items were reported; *N’eai ly all of these schools being departments of universities and colleges, it was found inconvenient to present separate statements of endowments and other property. SCHOOLS OF MEDICINE, LXXXI Summary of number of schools of medicine, State. 1 Number of schools. I Number of instructors. Number of students. Graduates at commence- i meot of 1873. Number of alumni. Volumes in library. Corporate property, &c. Whole number. Increase since Oc¬ tober 15, 1872. I Amount of prop¬ erty of corpora¬ tion. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from pro¬ ductive funds. I Heceipts for the last year from all other sources. MEDICAL AA'D SUR- GICAL. Regular. 1 9 85 33 400 500 $175, 000 $75, 000 2 30 28 60 114 15, 000 65, 000 1 9 32 3 21, 332 3 33 336 34 2 378 8, 500 300 25, 000 $1, 105 3 57 358 115 2, 007 75, 000 4, 000 2 23 154 55 180 100 50 21, 000 11,000 2 21 220 85 850 300 300 80, 000 7, 000 Kectucky . 2 27 470 135 2, 407 4, 000 1,500 1 200, 000 15, 000 1 10 136 51 1, 569 2 500 200, 000 Maine . 1 11 58 14 1, 093 4 000 50 20, 000 4, 125 2 21 114 3 500 Massacliusettfi . 1 29 175 41 2, 000 47, 123 30, 865 2 20 431 10.5 1 2.56 20, 000 20, 000 Missouri . 4 49 344 97 2, 297 1, 575 1.50 72, 000 135,000 $1,000 $100 23, 981 New Hampshire . . . 1 11 52 21 1, 213 1, 400 300 25, 000 3, 500 New York . 9 179 1, 344 456 7, 292 6, 166 50 134, 800 299, 000 50, 000 2, 500 76, 345 North Carolina .... 1 5 Ohio . 6 71 699 277 6, 864 4,800 71 130, 000 210, 000 33, 700 Oregon . 1 12 14 5 61 4, 000 Pennsylvania . 4 60 866 263 15, 367 171, 625 99, 625 5, 977 4, 035 South Carolina . o 11 68 16 20, 000 Tennessee . 1 10 235 69 1, 534 100, 000 Texas . 1 8 9 203 30 Vermont . . 1 11 56 23 527 30, 000 3, 800 Virginia . 2 20 102 14 875 800 \ 50,000 3, 000 Hist, of Columbia .. 3 33 114 15 732 Eclectic. niiuois . 1 12 130 33 120 5, 000 25, 000 25, 000 20, 000 1, 800 6, 000 New York . 1 7 37 21 171 500 2, 392 Ohio . 1 7 143 68 1,732 60, 000 80, 000 Homeopathic, Illinois . 1 16 65 40 287 300 100, 000 100, 000 13, 000 Massachusetts _ 2 33 93 g 101 16 500 2 000 100, 000 Missouri . 1 13 39 100 100 15 1 000 2, 000 New York . 0 85 127 45 494 550 14 85, 000 70, 000 10, 000 650 10, 800 Ohio . 1 17 00 34 614 1, 000 50 50 000 8, 781 Pennsylvania . 1 22 110 50 908 2, 500 500 4, 000 DENTAL. Louisiana . 1 11 43 45 1, 000 1, 000 1,600 Maryland . 2 44 77 27 709 6, 000 9, 000 Massachusetts . 2 24 48 12 91 18, 000 4, 900 Missouri . 1 12 17 5 49 50 1,200 New York . 1 17 40 10 68 5, 000 3, 922 Ohio . 1 7 62 240 100 20, 000 20, 000 1,800 E~YI LXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Summary of number of schools of meiZicine, ^’C.—Continued. State. Number of schools. Number of instructors. Number of students. Graduates at commence¬ ment of 1873. Number of alumni. Volumes in library". Corporate property, &c. Whole number. Increase since Oc¬ tober 15, 1872. Amount of prop¬ erty of corpora¬ tion. Value of groimds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for the last year from all other sources. 2 37 161 77 752 $13, 500 $22, 284 . 1 6 PHARaiACEUTIC. Illinois . 1 4 50 3 12 1,800 150 |15, 000 8, 000 2, 800 Iowa. _ - 1 6 1 Kentucky . 1 3 25 5 100 1, 000 1500 |30 700 Maryland . 1 4 65 8 115 250 100 Massachusetts . 1 3 83 6 35 400 25 3,000 1, 000 2i 000 140 3, 050 Michigan . 1 8 68 9 86 Missouri . 1 3 42; 7 50 1, 200 Kew York . 1 4 127 33 198 700 200 25, 000 4, 000 16, 000 850 4, 000 Ohio . 2 7 156 14 39 100 100 3, 000 2, 500 2, 400 Pennsylvania . 1 4 256 94 966 2, 300 150 60, 000 7, 707 Tennessee _ 1 5 20 50 50 2, 000 Dist. of Columbia.. 1 3 35 4 4 400 1,650 Totals : Kegular . 59 780 6, 491 2, 081 49, 219 40, 171 1,271 788, 380 1, 650, 000 150, 625 8, 577 225, 456 Eclectic . 3 26 310 122 2, 023 5, 000 85, 000 105, 500 20, 000 1, 800 8, 392 Eomeopathio . 8 136 499 188 2, 504 20, 950 2, 579 186, 000 324, 000 10, 000 650 34, 581 Dental . 11 158 448 176 1, 909 1.50 27, 000 66, 500 35, 706 Pharmaceutic . 13 48 933 183 1,506 5, 700 775 47, 000 77, 900 18, 500 1,020 23, 507 Grand total . 94 1,148 8, 681 2, 750 .57, 161 71, 971 4, 625 1, 133, 380 2, 223, 900 199, 125 12, 047 327, 642 Degrees. — The number of graduates in medicine and surgery in 1873 (including 176 in dental surgery) was reported to be 2,567. The number of graduates in pharmacy was 183. The number of degrees conferred by the several schools will be seen by reference to Table XIII of the appendix. Benefactions. — The amount of benefactions to schools of medicine from October 15, 1872, to October 15, 1873, was reported to be $78,600, (see Table XXIV of the appendix.) TABLE XIII.— DEGREES. The table of the appendix shows the number and kind of degrees conferred in course and honoris causa by the universities, colleges, and professional schools in 1873. The fol¬ lowing summary exhibits the number of degrees of each kind conferred by institutions in the several States and the total of the same for all the States and the District of Columbia. Classification of degrees. — The number of degrees of all classes conferred in. course was 8,563 ; honorary, 460. These were distributed as follows : In letters, 3,399 in course, 141 honorary : in science, 777 in course, 11 honorary ; in philosoiihy, 141 in course, 20 honorary ; in art, 7 in course, 1 honorary ; in theology, degrees and diplo- n}as in course 683, 172 honorary ; in medicine, 2, 612 in course, 4 honorary ; in law, 706 in course, 108 honorary ; others, (including 174 in pharmacy,) 238 in course, 3 hon¬ orary. DEGREES m COLLEGES, ETC, LXXXIII Institutions and degrees. — The number of institutions of the several classes embraced in the summary, with the number of degrees conferred by each class, is as follows : Universities and colleges of liberal arts, 226 ; degrees conferred in course, 3,446 ; hon¬ oris causa, 457. Colleges of agriculture and the mechanic arts and schools of science, 43 ; degrees conferred in course, 437. Colleges, &c., for the superior instruction of women, 54 ; degrees conferred in course, 505 ; honoris causa, 3. Total number of degrees con¬ ferred on women in institutions embraced in Tables VII and.VIII of the appendix, 564 in course ; honoris causa, 4. Schools and departments of theology, 60 ; degrees conferred in course, 683. Schools and departments of law, 30 ; degrees conferred iii course, 706. Schools and departments of medicine and pharmacy, 84 ; degrees conferred in course, 2,786. Statistical summary of all degrees confetred. Graxd Total. Total in classical and scientific colleges. Total in colleges for ^vomen . . . Total in professional schools . . Al-a.eama . Classical and scientific colleges Colleges for women . . Professional schools . Arkansas . Classical and scientific colleges. Colleges for women .1 . . Professional Schools . . Callfornia . Classical and scientific colleges Colleges for women . Professional schools . . Connecticut. Classical and scientific colleges Colleges for women . Professional schools . Delaware Classical and scientific colleges. Colleges for women . . . Professional schools . Florida Classical and scientific colleges. Colleges for women . . Professional schools . 8563 5404 ,64 2595 90 3399 141 464 37 777 11 73211 ^|_7 20 1 3 .. 581 21 2612 <80 1832 34 33 73 73 15 15 a Degrees not specified. LXXXIV REPORT OF THE COMMISSIONER OF EDUCATION, Statistical summary of all degrees conferred — Continued. All classes. Letters. Science. 0 0 pH Art. _ Theology. 1 Medicine. 1 Law’. j All other. In course. Uonoraiy. j In course. Honoiary. 6 u 5 c © 03 U 0 © !=] 0 0 1 In course. 1 Honorary. 6 TO 0 © Honorary. 1 In course. ) Honorary. In course. Honorary. In course. Honorary. | Georgia . 180 14 116 9 6 4 34 13 1 11 Classical and scientific colleges. 99 12 65 7 6 4 15 13 1 62 2 51 2 all 19 19 _ 530 26 170 9 73 4 14 189 12 3 Classical and scientific colleges. 277 25 143 8 62 4 15 14 41 12 33 1 27 1 11 215 67 148 Indiana . 241 27 103 7 4 5 55 4 33 Classical and scientific colleges. 229 93 7 50 4 5 48 4 33 7 5 7 Iowa . ”2^ 209 13 13 71 5 58 3 1 8 5 85 55 2 Classical and scientific colleges. Colleges for women . 69 5 51 3 1 1 ® 5 31 55 2 9 2 7 Professional schools . 62 8 54 Xansas . 16 3 iZ" 4 3 Classical and scientific colleges. Colleges for women . 15 3 11 4 3 1 1 Professional schools . ^ _ Kentucky . . 247 9 ' 77 3 8 7 2 135 15 4 5 Classical and scientific colleges. Colleges for women . 73 9 1 51 3 7 — 5 2 15 4 27 26 1 Professional schools . 142 2 135 &5 _ Louisiana . 115 3 1 8 2 5 1 1 92 9 1 _ : Classical and scientific colleges. Colleges for women . 63 3 6 2 5 1 1 47 9 0 2 Professional schools . 45 45 Maine . 133 124 12 ■ 111 4 7 1 6 4 14 3 Classical and scientific colleges. Colleges for women . 12 1 103 4 7 1 4 14 3 8 8 Professional schools . 6 6 Maryland . 167 8 ,J_2 0 1 15 4 112 1 8 Classical and scientific colleges. Colleges for women . 23 ! 23 1 1 4 1 9 1 1 9 1 Professional schools . . . 135 1 15 112 m Massachusetts . 498 ~19 1 251 9 59 3 1 65 3 "”67 6 Classical and scientific colleges. Colleges for women . 438 19 251 9 59 3 1 20 3 46 53 6 Professional schools . 60 39 21 a Degrees^not apeeified. & Degrees of pharmaceutic chemist. DEGREES IN COLLEGES, ETC. LXXXV Statistical summary of all degrees conferred — Coutiniied. jMichigan. Classical and scientific colleges. Colleges for women . Professional schools . Minnesota Classical and scientific colleges Colleges for women . . Professional schools . Mississippi Classical and scientific colleges. Colleges for women . . Professional schools . Missouri Classical and scientific colleges. Colleges for women . Professional schools . JfEBRASKA Classical and scientific colleges Colleges for women . Professional schools . 6 107 6 107 2j CO 21 39 272 Nevada Classical and scientific colleges Colleges for women . Professional schools . . New Hampshire. Classical and scientific colleges Colleges for women* . . Professional schools . New Jerset. Classical and scientific colleges Colleges for women . Professional schools . New York . Classical and scientific colleges Colleges for women . Professional schools . North Carolina . . Classical and scientific colleges. Colleges for women . ' . Professional schools . 23 66 23 53 13 89 22 217 22! 209 62 55i 399 55l 324 75 74 6| 5 13 40 40 80 80 ... IP 252 15 252 15 .... «33 a Degrees of pharmaceutic chemist, h Degrees not specified, c Degrees of mistress of arts and sciences. LXXXVI REPOET OF THE COMMISSIONER OF EDUCATION. Statistical summary of all degrees conferred — Continued. CO CO CO DQ H a O g O s o Cfl O H <1 >■ o o o s g O 3 B < ® M B O B d CQ o o f-t' o M o OQ P-< 3 o O c: h c H o w 6 3 o o U t o o d 3 o o 3 c c H d c o s d o o c3 O P O R d P 8 fl h 3 S K d P o « H >> « o a o W O o P 1 o o Ohio . 820 37 309 14 57 3 1 5 16 379 21 6 46 .. 358 37 278 14 46 3 16 28 6 ci4 75 31 11 1 &32 Professional .schools . 387 5 351 21 clO Oregon . 37 16 16 5 35 14 16 L... 5 2 2 Professional schools . Pennsylvania . 976 56 325 14 57 — 10 2 — — 90 31 390 — 8 9 96 — 484 56 312 14 53 10 o 31 99 8 9 d2 17 13 4 475 90 291 c94 Phode Island . 59 7 49 3 10 3 3 Classical and scientific colleges. 59 7 49 3 10 1 3 Colleges for women . . . Professional schools . South Carolina . 89 6 51 3 14 3 16 5 3 Classical and scientific colleges. 47 6 35 3 3 4 5 3 Colleges for women . 16 16 Professional schools . 26 14 12 Tennessee . 273 12 138 1 4 = = = = 4 5 81 = 46 3 3 Classical and scientific colleges. 198 12 63 1 4 4 5 81 46 3 3 Colleges for women . 75 75 Professional schools . _ _ _ _ _ _ _ _ _ _ _ _ Texas . 33 4 25 1 1 9 3 Classical and scientific colleges. 8 4 7, 1 1 3 Colleges for women . 16 16 Professional schools . 9 9 Vermont . 63 6 21 3 16 1 3 2 23 Classical and scientific colleges. 63 6 21 3 16 1 3 2 23 Colleges for women . Professional schools . _ _ _ Vtt?gtnt,\ - . . 180 2G 79 4 15 3 28 15 28 27 7 Classical and scientific colleges. 138 26 79 4 15 3 15 14 27 7 Colleges for women . Professional schools . 42 28 14 _ "West Virginia . 25 19 6 Classical and scientific colleges. 13 7 6 Colleges for women . . 12 12 Professiomil schools . a Begrees in pliarnwcy. c Degrees of ph§rraJiceutio chemist. 6 Degrees not specified. d Degrees of analytical chemist. MILITARY AND NAVAL ACADEMIES. LXXXVII Statistical summary of all degrees conferred — Continued. All classes. Letters. Science. Philosophy. <1 Theology. 1 3 Q Law. s H O iJ iJ In course. | Honorary. In course. I a o a o In course. Honorary. | In course. 1 Honorary. 1 In course. I I Honorary. | In course. ci O a o W j In course. ri o o H In course. Honorary. o w o [ Honorary. 1 W ifirn’CKTN' . - - . - _ 178 9 72 2 26 14 42 4 24 3 Classical and scientific colleges. 125 9 69 2 18 14 4 24 3 Cnllecrps for womeo _ 11 3 8 Drofessional solioola _ 42 42 District of Colusibia . 141 7 23 2 4 12 1 15 83 4 4 Classical and scientific colleges. 125 7 23 2 4 1 15 83 4 Colleges for women . Professional scliools . 16 12 &4 a Degrees of pharmaceutic chemist. TABLE XIV.— MILITARY AND NAVAL ACADEMIES. Special attention is invited to the details of the examinations of applicants for ad¬ mission to these Academies in 1873, as presented in Table XIV of the appendix. Com¬ ing from all parts of the United States, as these lads do, for examination, the result is very suggestive in regard to the condition of elementary education. The following extract from the report of the Board of Visitors of the United States Military Academy for the year 1873 refers pointedly to the lack of thoroughness of instruction in our public schools : The fact that of 134 appointees so large a number as 49 were rejected on the literary examination was a surprise to the board, as no doubt it will be .to the country. This board takes occasion to say, from its own observation on the spot, that this result is due, not to any undue elevation of the standard of admission, nor to any excessive severity in the examination, but in some cases to inconsiderate¬ ness in making appointments ; in others, to the failure of the appointee to appre¬ ciate the honor and duty to which he is called ; in a few others, to the lack of facil¬ ities for preliminary education ; and, most of all, to want of thoroughness in the schools of the country with respect to their primary work. This Academy owes it to itself, and to its influence as a national institution on the whole system of popular edu¬ cation, to render and publish to the world this honest verdict. If our school-boards and superintendents and teachers, in the North and in the South, in the East and in the West, will but heed the verdict and use due diligence to correct this great defect, some abiding good may come trom the mortifying experience of this year’s examina¬ tion of candidates fo.. admission to the Academy. * * * * With the appointment annour 3ed a year beforehand and the intervening time wisely improved, no candidate of ordinary mental capacity need fail to pass the examination here. There having been various inquiries about these examinations, and a disposition manifested to complain of their severity, I insert the following letter from Colonel Ruger, Superintendent of the Academy at West Point. The limited requirements for admission win be a surprise to those not acquainted with the facts. United States Military Academy, West Point, N. Y., November 24, 1873. Dear ^ir : I have the honor to acknowledge receipt of your letter of the 22d instant, in which you state that the reports of failures in the examinations for admission to the Military Academy are attracting more and more attention and that inquiries are made as to whether the questions asked of candidates are more difficult than those asked fifteen, twenty, or thirty years ago, and to state in reply that, prior to the year 1866, candidates were examined for admission under the requirements of section 3, chap¬ ter 72, act of Congress approved April 29, 1812, by which it is prescribed that “each cadet, previous to his appointment by the President of the United States, shall be well versed in reading, writing, and arithmetic,” and that, since 1866, the examinations have LXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. "been in conformity witli section 2, joint resolution of June 16, 1866, by wLich it is pre¬ scribed, “and in addition to the requirements for admission as prescribed by section 3, chapter 72, of act of Ajiril 29, 1812, candidates shall be required to have a knowledge of the elements of English grammar, dt^scriptive geography, (particularly of our country,) and of the history of the United States.” There is a greater number of rejections com- l^aratively of late years, owing to a difference of requirement as prescribed by law. Very respectfully, your obedient servant, THOS. H. RUGER, Colonel Eighteenth Infantry, Su^erintend&nt, Hon. John Eaton, Commissioner of Education, Washington, D. C. TABLES XV AND XVI. — LIBRARIES. Table XIV of the report for 1872 gave detailed statistics respecting 306 important libraries in the United States. Table XV, in the appendix to this report, furnishes statistics respecting the growth of 230 of these collections. Table XVI of the appen¬ dix is a continuation of the library-table of last year and gives similar information respecting 144 additional libraries, which contain 1,202,301 volumes, 147,293 pamphlets, and 1,929 manuscripts. The following summary shows the distribution of these additional libraries among the States and Territories ; Statistical summary of number of additional libraries, 4’C. State. California . Connecticut . Delaware . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Maine . Maryland . Massachusetts . Michigan . Missouri . . New Hampshire . New Jersey . New York . North Carolina . Ohio . . Pennsylvania . lihode Island . South Carolina . Tennessee . Texas . Virginia . ■Wisconsin . District of Columbia. Colorado Territory. . . Total . . Number of libraries. ro OP a ■o Pamphlets. Manuscripts. No. reporting weekly circulation. Weekly circulation. Total. Circulating and reference. O o a P .o "3 j Circulating. 2 1 1 3, 600 300 250 0 5 1 1 128, 640 45, 090 1 1 125 2 2 8, 102 510 0 2 77 2 1 1 13, 500 600 25 0 5 3 2 30, 875 1 400 2 2 18, 000 500 0 1 2, 125 4 3 1 12, 700 200 o 345 1 1 2, 000 0 2 2 46, 500 2, 093 1 275 6 5 1 22, 948 100 4 1,329 3 1 2 .... 28, 728 500 1 200 29 25 2 2 278, 543 50, 977 1, 024 19 8, 452 8 5 2 1 16, 982 800 4 1, 589 1 0 1 0 3, 000 0 2 0 0 2 3, 150 850 300 1 60 6 4 1 1 28, 526 1,300 4 1, 410 15 10 3 2 186, 021 21, 964 220 9 7, 195 1 0 1 0 23, 000 1,000 1 83 10 6 3 1 51, 892 13, 532 32 • 3 382 15 7 5 3 49, 562 1,050 5 365 3 J 1 1 12, 500 250 1 600 1 0 1 0 1, 800 250 0 1 0 1 0 10, 000 0 2 1 1 0 17, 552 1,958 75 0 1 0 1 0 33, 000 0 6 3 2 1 31, 578 1, 400 0 4 2 2 0 134, 355 800 1 400 3 2 1 0 5,247 • 1, 269 2 1 40 144 89 36 19 1, 202, 301 147, 293 1,929 62 25, 458 LIBRARIES. LXXXIX The increase during the year 1873 of the libraries mentioned in Table XIV of the report of 1872, being added to the summary of that table, enables ns to present the following interesting summary, by States, of the condition at the present time of the 450 libraries above referred to. It will be observed that they contain 6,420,993 vol¬ umes, 1,134,463 pamphlets, and 16,329 manuscripts. Statistical summary showing inci'ease of libraries during 1873. State. Libraries, per Table XIV, Keport of 1872. Increase, per Table XVI, 1 873. Number. Volumes. Pamphlets. Manuscripts. No. reporting Volumes. Pamphlets. Manuscripts. 1 1,800 20 1 85 6 8 119, 869 2, 208 2 5 8, 359 95 11 103, 896 6, 050 52 8 3, 758 696 1 11, 000 200 1 1, 470 19 1 1.5, 000 1 500 8 42, 789 1, 400 6 6 8, 359 2, 798 5 51, 000 1, 430 3 562 132 5 33, 608 8, 140 5 1, 570 538 14 Kansas . 1 8, 500 1 608 Kentucky . 3 15, 589 3 2 2,023 58 Lionisiana . 2 6, 045 1 15 15 Maine . 10 91, 166 500 14 7 1, 287 148 Maryland . 6 158, 222 13, 150 6 6 5, 689 383 3 Massaclinsetts . 65 1, 008, 394 476, 905 543 57 91, 109 49, 775 176 Michigan . 7 65, 894 5, 900 3 877 343 5 Minnesota . . 2 11,100 9, 700 2 490 644 Mississippi . 1 15, 000 8, 000 1 150 150 Missouri . 5 106, 570 13, 820 68 4 5, 345 843 Kebraska . 1 5, 314 13,000 1 1,025 .513 New Hampshire . 14 736, OCO 4, 234 25 13 3,413 961 3 New Jersey . 6 39, 200 8, 500 2, 500 4 487 291 45 New York . 34 . 789, 654 96, 407 714 25 26,434 1,619 North Carolina . 2 19, 000 2, 000 Ohio . 20 238, 201 17, 008 2, 063 13 16, 589 1,809 1 Oregon . 1 5, 330 300 1 1, 240 80 Pennsylvania . 33 478, 953 83, 406 5, 996 25 28, 009 2, 936 94 Khode Island . . 16 147, 137 17, 358 14 3, 427 1, 530 South Carolina. . . 63, 613 200 5 1 369 48 Tenueesee . 1 18, 000 1 1,000 303 Texas . 1 1,200 200 5 Vermont . 6 50, 585 3, 150 4 1, 309 Virginia . 6 69, 480 11, 300 7 2 207 124 Wisconsin . 3 30, 705 27, 275 200 3 2, 216 1, 528 District of Columoia... 15 414, 350 71, 775 2, 029 11 23, 547 14, 246 24 Colorado Ter . Washington Ter . 5, 000 1,000 1 125 25 Total . 306 4, 977, 164 904, 539 14, 035 233 241, 653 82, 656 365 xc HEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary showing increase of libraries during 1873 — Continued. New libraries, per Table XV, 1873. Total of libraries in 1872 and 1873. State. Number. Volumes. Pamphlets. j Manuscripts. <£> 3 s !zi Volumes. Pamphlets. Manuscripts. 1 1, 885 26 California . 2 3, 600 300 250 10 131, 828 2, 603 252 Conuecticut . 7 128, 640 45, 090 1 18 236, 294 51, 836 53 2 8, 102 510 3 20, 572 729 Georgia . 2 13, 500 600 25 3 29, 000 600 25 5 30, 875 13 82, 023 4, 198 6 2 18, 000 500 7 69, 562 2, 062 4 12, 700 200 9 47, 878 8, 878 14 Kansas . 1 2, 000 2 11, 108 2 46, 500 2, 093 5 64, 112 2, 154 2 6, 060 15 Maine . 6 22, 948 100 16 115, 401 748 14 Maryland . 3 28, 728 500 9 192, 639 14, 033 9 Massacbusetts . 29 278, 543 50, 977 1,024 94 1, 378, 046 577, 657 1, 543 Michigan . . . 8 16. 982 800 15 83, 753 7, 043 5 Minnesota . 2 11, 590 10, 344 Mississippi . 1 15, 150 8, 150 Missoui'i . 1 3, 000 6 114, 915 14, 663 63 Nebraska . 1 6, 339 13, 513 New Hampshire . 2 3, 1.50 850 300 16 742, 563 6, 045 328 New Jersey . 6 28, 526 1, 300 12 68, 213 10, 091 2,545 New York . 15 186, 021 21, 964 220 49 1, 002, 109 119, 990 934 North Carolina . 1. 23, 000 1, 000 3 42, 000 3, 000 Ohio . 10 51, 892 13, 532 32 30 306, 682 22, 349 2, 096 Oregon . . 1 6, 570 380 Pennsylvania . 15 49, 562 1,050 48 556, 524 87, 392 6, 090 Phode Island . 3 12, 500 250 19 163, 064 19, 138 South Carolina . 1 1, 800 250 5 65, 782 498 5 Tennessee . 1 10, 000 2 29, 000 303 Texas . 2 17, 552 1, 958 75 3 18, 752 2,158 80 Vermont . 6 51, 894 3, 150 Virginia . 1 33, 000 7 102, 687 11, 424 7 Wisconsin . 6 31, 578 1, 400 9 64, 499 30, 203 200 District of Columbia... 4 134, 355 800 19 572, 252 80, 821 2, 053 Colorado Ter . 3 5, 247 1, 269 2 3 5, 247 1, 269 2 Washington Ter . 1 5,125 1, 025 Total . 144 1, 202, 301 147, 293 1, 929 450 6, 421, 118 1, 134, 488 16,329 On comparison of Table XIV, 1872, with Table XV in the appendix of this volume, it will be observed that the following important libraries have received accessions as specified : Mercantile Library, San Francisco, 3,683 volumes ; the Chicago Public Library, 6,000 volumes and 2,722 pamphlets ; the Peabody Institute, at Baltimore, 2,986 volumes and 341 pamphlets ; the Boston Public Library, by absorbing the Charlestown and Brighton Public Libraries, gains 26,000 volumes and 5,000 pamphlets, while its other increase by purchase and donation is 2,400 volumes and 20,000 pam¬ phlets ; the Boston Athenmum, 3,652 volumes and 2,861 pamphlets ; the Mechanic Ap- l^rentices’ Library, of Boston, 5,000 volumes.; the Free Public Library of New Bedford, Mass., 3,000 volumes and 433 pamphlets ; the Essex Institute, of Salem, 632 volumes and 6,905 pami>hlets; the Free Public Library, of Worcester, Mass., 3,074 volumes; LIBRARIES. XCl I the State Library, Albany, N. Y., 2,535 volumes ; the Grosvenor Library of Buffalo, i N. y., 3,000 volumes ; the Apprentices’ Library of New York City, 2,500 volumes ; the ; Astor Library, 2,375 volumes ; the Mercantile Library Association, New York City, 4,920 ; volumes; the Public Library, Cincinnati, O., 10,059 volumes and 1,555 pamphlets; the Public Library, Cleveland, O., 4,000 volumes ; the Mercantile Library, Philadelphia, : Pa., 15,000 volumes and 500 pamphlets ; the State Historical Society, Madison, Wis., ! 2,166 volumes and 1,528 pamphlets ; the Library of Congress, 12,407 volumes and ; 5,436 pamphlets ; the Library of the Surgeon-General’s Office, 5,500 volumes and 8,000 j pamphlets. Referring to the benefaction-table. No. XXIV, in the appendix to this report, it will be seen that $379,011 have been given to libraries during the year 1873. Among the most interesting dedications of library-buildings during the year, that of the Concord j (Mass.) Free Library, in September, is noteworthy. This munificent gift of Mr. William j Muuroe will accommodate about 35,000 volumes. At its consecration to the service I of learning the following remarks were made by Hon. E. R. Hoar, chairman of the board of trustees : The library has been for years an object of much interest in our little community, ' while it grew from small beginnings, and, as it were, “ dwelt in tabernacles.” It will ! be, I hope, still more our pride and delight in its stately and enduring temple. It , may not be generally known, and it may interest this audience to know, how early Concord stands among New England towns as the owner of a town-library. I do not refer to the establishent of the x^i'esent library in 1851, though that was early among the towns; nor to the social library incorporated under the act of 1806, upon which this was founded ; nor to the library company, whose constitution, in the handwriting of Dr. RijDley, and dated February, 1784, is preserved in the volume which I hold in my hand. Our antiquity is much greater, and goes back at least two hundred years. If any other town or city can claim precedence of us, they are invited to show their title. In 1672, just two centuries before Mr. Munroe laid the foundation of his new building, a committee, consisting of Nehemiah Hunt, John Flint, John Miles, William Hartwell, Thomas Wheeler, Joshua Brooks, Joseph Haywood, Gershom Brooks, Hum¬ phrey Barrett, and John Billings were chosen to give instructions to the selectmen, and of the seventeen articles which they x)repared the third read as follows : “ That care be taken of the books of marters, and other bookes that belong to the Towne, that they be kept from abusive usage, and not be lent to persons more than one month at one time.” So long ago was the possession and lending of good books recognized here as an object of public concern ; and the instruction contains all that is essential for the manage¬ ment of a library in our time. # # # -Jf * It only remains for me, in the name and in behalf of the town and its inhabitants, to give some slight expression of their respect and gratitude to their benefactor. We thank you, sir, not only for the magnitude of the gift in its pecuniary value, but for the wise and thoughtful sxnrit which x^launetl the benefaction and has watched over every detail of its comifietion. You have given to your native town something which shall make it henceforth a town better wortli living in. We are glad to think that this is an expression of kind feeling and regard to us, the present inhabitants of Con¬ cord, and that you feel the interest of personal acquaintance in our welfare. In that touching story of the olden time, when the elders of the people went to invoke the Master’s aid for the centurion, the affectionate phrase of their intercession was that “he is worthy, for he loveth our nation and he hath built us a synagogue,” But we recognize in your bounty not merely kindness to your friends and neighbors, to the generation which you know and by which you are known, but something fruitful and perennial. We are passing away with you ; but the town, this Concord that we love, is to last and for an indefinite future to be elevated and enriched by means of what you have done. It is enriched, indeed, by your example. To do something for the permanent benefit of mankind is the jpurest, as it is the highest, object of human am¬ bition. ^ Ralph Waldo Emerson, esq., followed with characteristic remarks, from which ex¬ tracts are here given : That town is attractive to its native citizens and to immigrants which has a healthy site, good land, well-constructed sidewalks, and good hotels. More attractive is it if it have a fine town-hall, good churches, good preachers, good schools ; but still more if it has availed itself of the act of the legislature authorizing towns to tax them¬ selves for the suxixiort of public libraries; ha^ipier yet if it have citizens who cannot wait for the slow growth of the town to -make this adequate to the desire of the XCII REPORT OF THE COMMISSIONER OF EDUCATION. people, but bestow at once, as in tbe act which we have met to witness and acknowl¬ edge to-day. I think we cannot easily esteem the benefit conferred in this, as I fore¬ see, great benefit from it to this noble town. We have a splendid library, which will make readers of those who are not readers, scholars of those who do not study. * * * If you consider what has befallen you when reading a poem, a history, or a novel even — how you forgot the time of day, the person sitting in the room with you, your engagements for the evening — you will easily admit that books make all towns equal. With Concord a library makes it as good as London, Paris, or Rome. Robinson Crusoe, if he had a shelf of books, could easily have dispensed with even his man Friday. Every faculty casts itself into an art, and memory into writing — that is, into books. The plant papyrus, which gave the name to paper, is of more im¬ portance in history than silver or gold. Its first use for writing is between three and four thousand years old. * * * j know the word literature ” has in many ears a hollow sound. It is thought to be the entertainment of a few fanciful persons— not to be of and for the multitudes. But this comes from those who think everything is useless that cannot in some way add to their physical comforts. There are utilitarians who prefer that Jesus should have wrought as a carpenter and Paul as a tent-maker. Books are a record of the best thought. The river of thought is mnstantly running from the invisible world into the minds of men. Such was the symbolic custom of the ancient priests of Mexico to obtain fire and distribute it to every hearth in the nation. The influence of a book may extend to those who have never seen it. Shakespeare and Milton and Pindar have, through others, affected the minds of men who never heard of them. What tliey have in them cannot be contained in a cup ; it runs over into all the minds that will have it. Consider that it is our own state of mind in time that makes our own estimate of life and the world. If you sprain your foot, you will think that nature has sprained hers ; and so when you sprain your mind you have a bad opinion of life. If you can kindle imagination, you see more, because more active. Music does this for some, poetry for others, and a good book will do it for a reader. Many a time a book has decided a man’s life. A book makes friends for you, for there is an acquaintanceship between you and the man who reads the same book. Dr. Johnson, hearing that a man read Burton’s Analysis of Melancholy, exclaimed, “ If I knew that man I could hug him.” We expect a great man to be a great reader. There is a wonderful similarity between great men in their estimate of books. Csesar, when shipwrecked and in danger of drowning, did not try to save his gold, but he took his Commentaries between his teeth and swam for the shore. The Duke of Marlborough would not encamp without a copy of Shakespeare. The Duchess d’Abrantes tells us that the first Napoleon cast books and papers out of his carriage while traveling, as fast as he read them, so that they would strew the road. We ex¬ pect great men to be great readers, for in proportion to the diliusing power should be the receiving power. The fine building of the Cincinnati Public Library is nearly ready for occupation. Wm. F. Poole, esq., the librarian, thus remarks on this collection and its habitation : Among the accessions of the year wmre 1,645 volumes of German publications. The call for German and French literature is steadily increasing, and, excepting English prose-fiction and juveniles, this is by far the largest demand made upon the circulating department. A considerable increase of the department of German literature ought to be made during the next year. The press of this country and of England has issued during the i^ast year a smaller number than usual of new books of marked interest. # * if For the consultation of books and periodicals, the library and reading-rooms have been accessible every day in the year. For the circulation of books, tbe library has been open three hundred and eight days. The number of volumes taken out for home-reading has been 239,487. The number reported last year was 190,880, and the year previous 100,256. The increase of circulation for the past year was 48,607 and the per cent. 25.5. The largest weekly issue was 6,202 volumes, from March 3 to 8* The largest daily issue was 1,679 volumes, on Saturday, January 25. The average issues on all the Saturdays of the year was 1,103 volumes. For six consecutive weeks, from February 2 to March 8, the average daily circulation was more than 1,000 vol¬ umes. The smallest weekly issue was 3,360 volumes, from June 30 to July 6. The smallest daily issue was 381, on September 24. * ^ ^ The classification of the circulation for tbe past and previous year has been as follows : History and biography . Voyages and travels . Science and arts . Poetry and drama . German and French literature . English prose-fiction and juveniles. Miscellaneous . 1873. 1872. 6.4 6.5 1.9 1.8 2.5 2.5 1.7 1.4 11.2 10.5 73.8 74.8 2.5 2.5 LIBEARIES. XCIII Of the persons who have diawn hooka from the library, 55.6 per cent, have been males and 44,4 per cent, have been females, while, of the iiction and juveniles taken out, 50.6 per cent, have been taken by males and 49.4 per cent, have been taken out by females, showing that the latter take out a larger proportion of novels and juveniles than the former. It will be seen that the rates per cent, in the classification are sub¬ stantially the same year by year, and they are similar to the statistics of all public libraries. Nothing seems more like an accident than the selection of books from a well-furnished public library ; yet there is a hidden law which determines that selec¬ tion, as fixed as the law which determines year by year the average temperature of our climate. Statistics show that the taste for reading in one community is the same as that of every other community in similar social conditions. Statistics here, in New England, and in Old England show, in the main, the same results. About three-quaiv ters of the selections will be prose-fiction and juveniles. If a library should report a much lower ratio than this, the necessary inference would be that the library was not well furnished in this department, that there was some restriction on the use of these books or that the statistics were not accurately kept. * * # # As I stated in my last, report, I am not disposed to mourn over or to apologize for these facts. In the personal experience of all who attain to litemry culture there is a time when they read novels, and perhaps too many novels. In passing through this srdge of their mental development, which usually lasts but for a short period, they ac¬ quire a habit of reading and a facility of thought and expression which are of great benefit to them in their later studies. With many persons the alternative is not whether they will read fiction or something better, but whether they will read fiction Gf nothing. As a rule, people read books of a higher intellectual and moral standard • than their own, and hence are benefited by reading. Novels of an immoral tendency, or even of an equivocal character, are excluded from the collection. * ^ ^ An inquiry has recently been made to ascertain the proportion of youth below the age of 16 who take books from the library. The result is that of all iiersons taking books those below the age of 12 years are 2.9 per cent., those between the ages of 12 and 16 are 19.4 per cent., and those above the age of 16 are 77.7 per cent. it The project of opening the reading-rooms of a public library on Sunday, which else¬ where had been long discussed, but which was first carried into execution in Cincin¬ nati more than two years ago, can no longer be regarded as an experiment. It has been adopted in nearly all the large cities of our country, by the free library of Bir¬ mingham, in England, and is now being considered, if it is not already adopted, in the free libraries of Liverpool, Manchester, and other English towns. If there was any o]:) po¬ sition to the measure here in Cincinnati two years ago, it seems wholly to have vanished, and now its most zealous supporters are religious men who have most at heart the welfare of the community. I am informed by the president and superintendent of the Young Men’s Christian Association of our city that they are not only earnestly in favor of the pub¬ lic library being open on Sunday, but they know of no opposition to it among the evangelical clergymen and laymen who belong to the Christian Association. The per¬ fect order and decorum which have always prevailed in our reading-rooms would be creditable in a Sunday-school. The attendance and issues on Sunday during the ]3ast year have exceeded those of the jrrevious year, although from the contracted space in our temporary reading-room such increase seemed to be impossible. * * * room especially fitted up for the safe preservation of valuable ilVastrated books, and with jrroper appliances for their exhibition, was opened to the public in November last. It has been under charge of an attendant during the regular library-hours on seculaB days— from 8 a. m. to 10 p. m. — and on Sundays from 3 to 10 p. m. The room has been visited, by a large number of citizens and of visitors from abroad, who have uniformly expressed their surprise, as well as satisfaction, in finding in our city so fine and valu¬ able a collection of illustrated books, and Avhich are so freely accessible to the public. The collection has been largely used by architects, civil-engineers, mechanics, artists, students in the fine-arts, and by the pupils of the McMicken Art-School. * * * In this room is a complete collection of tlie reports, specifications, and drawings of the United States Patent-Office, and it is much used by inventors and patentees. Sots of the British and French patents are greatly needed, there being no sets in the State of Ohio. The ample accommodations which the library is soon to have makes it now practicable to procure these sets. The British government has iireseuted its patent- publications to institutions in some of the large cities of our country where they have been needed, the libraries to which they are presented bearing the expense of binding. The binding of the set alone will cost about ten thousand dollars. * * * With the completion and occupancy of the new building, the library will enter upon a new phase in its history. It will attract the attention of our own citizens as it has never yet done. Regarded simply for its architectural features, the public-library-building will be the most attractive edifice in the city. That Cincinnati should have the largest, the best-arranged, the most elegant, and the only fire-proof public-library- buiiding in the country will be the occasion of no small amount of local pride. When the building is finished and opened for inspection, its immense cax)acity, its beautiful XCIV REPOET OF THE COMMISSIONER OF EDUCATION. proportions, its \rell-planned arrangements, and its tasteful details will surprise our own citizens even more than strangers, for the work has gone on behind barricades and so quietly that few persons have watched it wiiile in progress. Up to this time, with the exception of one bequest of $5,000 from Mrs. Sarah Lewis — which has been funded and only its interest expended for the purchase of books — the library has de¬ pended wholly on public money for its growth and support. Other public" libraries have received large donations of money from noble-minded individuals of wealth. With a capacity of 250,000 volumes in the main building, we shaJl have for some years an array of empty shelves to beg for us ; and may we not hope that these quiet appeals will be heard f * * * The board of education in erecting this building has done its work nobly and generously. It remains for the public-spirited citizens of Cincin¬ nati to second these results and speedily make this library equal, at least in its re¬ sources, to any in the land. The Chicago public library, by an arrangement with the Federal Government, has received the large square of land known as the Custom-House lot. Allusion has been made before to the increase of the Library of Congress. In con¬ nection with the subject of library-buildings, the following statements by A. R. Spof- ford, esq.. Librarian of Congress, on the immediate necessity for a new structure, are worthy of quotation : The urgent necessity for more room for the protection and arrangement of the great and overflowing Library under my charge is again brought to the attention of the com¬ mittee. The large additions of the past year are not exceptional, but are likely to be repeated, if not exceeded, in the annual growth of this Library, which is the only one national in its character and enjoying the benefit of steadily-increasing accessions through the law of coi^yright, as well as the deposits of the library of the Smithsonian Institution. * ^ * The accommodation of a collection of books now numbering over a quarter of a million, and which in less than twenty years will outnumber half a million, while at no remote period it will very largely exceed one million volumes, together with the annually increasing importance of the copyright-department as an office of public record, x^lainly demands the erection of a separate building specially designed for a great public library and adequate to the requirements of its manifold departments. * * * The importance of a prompt provision for the commencement of a new Library-building will be apparent when it is considered that the increasing accumulation of books is such that the alcoves in all departments of the Library are already overflowed, that the one hundred supplementary cases of shelving introduced two years ago to accommodate the surplus are nearly all filled, that the grievous neces¬ sity of piling up books on the floors in many quarters has already been reached, and that it will not be possible much longer to provide any space for the thousands of vol¬ umes of new accessions constantly wanted for the use and reference of Congress in any quarter where they can be systematically arranged and produced with the necessary promptitude. Perhaps the best appointed public library in the United States is that of Boston. The monthly reports of the superintendent, Justin Winsor, .esq., are specially note¬ worthy. TABLE xvn. — MUSEUMS OF NATURAL HISTORY.! My report for 1872 contained a table of museums and eabinets of natural history, with some items serving to show the general nature of the several collections. It * Each contains information respecting the numbers of volumes used during the month, the largest dally issue, the total delivery during the month, the use of the periodicals on week-days and on Sun¬ days, the accessions to the library of volumes and 'its extent, the numbers of hooks condemned and lost, the ijrogress in cataloguing, the gain in pamphlets and engravings, the service of the employes, and the receipts from fines and sale of catalogues. Monthly report No. 42, for December, 1873, states that during the month 54,757 volumes and 35,192 periodicals were used, 1,512 volumes and 1,801 pamphlets were added ; that the librai^ and its branches contained 245,447 volumes, and that 6,356 cards for the catalogue were numbered. t The following letter, the last received at this the Bureau from our lamented naturalist, is of interest in this connection : Museum oe Cosuparative Zoology, Cambridge, Mass., November 5, 1873. Dear Sir : I have tried earnestly to give yon a trustworthy statement of the condition of the mu¬ seum ; but it is growing so rapidly that, while preparing my report, it became incorrect, and to do justice to our institution would require more time than I am able to give to such a work. I inclose the statement of our librarian ; other departments shall be filled as fast as possible. I would only say that MUSEUMS OF NATURAL HISTORY. XCV seemed desirable, however, to bring out more distinctly, if possible, the means pos¬ sessed by our colleges, scientific schools, and natural-history-societies for illustrating instruction in the several departments of natural history. To this end the Office obtained the co-operation of Prof. Theo. Gill, M. D., Ph. D., of the Smithsonian Institution, a gentleman well known for his scientific attainments and possessing special qualifica¬ tions for the work, who prepared a series of inquiries designed to elicit such informa¬ tion as would clearly indicate the character and extent of the collections of the institutions to which the inquiries were addressed, as well as the special facilities afforded by each in aid of scientific inquiries.* * The results of the inquiries having been carefully tabulated were submitted with the returns to Prof. Gill, who comments upon them as follows : It will be observed that no returns were received from several quite prominent insti¬ tutions and that those from a considerable portion reporting are vague, and therefore un¬ satisfactory in some respects. This defect is especially evident in the returns respecting the numbers of species of the respective branches. In the circulars calling for infor¬ mation, blanks were provided for returns as to the numbers of species and sx)ecimens of each branch or comprehensive group of the animal-kingdom (as indicated in the table) as well as for the classes generally recognized by American naturalists under those branches. The returns, however, were limited in so many cases to the numbers of specimens combined solely under the more comprehensive groups, that all the others have been reduced in the same manner in the present tables. As the inability to give definite figures respecting the numbers of species of those groups or the included classes may surprise many, some remarks relative thereto seem to be demanded. we have now ten laboratories, in which twenty -two assistants and fourteen sub-assistants are engaged, and that our pay-roll this year amounts to $34,000, exclusive of collections bought and material used, as alcohol, glass jars, &c., &c. At this rate, our museum must rapidly overtake all others. Very truly, yours, L’S AGASSIZ. General Eatox, Commissioner of Ednmtion. Statement of librarian. — The library contains at present 8,175 volumes and parts of volumes, of which there are in round numbers — On zoology, including anatomy and embryology . . . 1, 475 Geology and palaeontology . 3, 000 General natural history, including travels and explorations . 700 Periodicals and transactions of learned societies, about . 3, 000 Total number of volumes . 8, 175 *The schedule of inquiries prepared by Prof. Gill having been frequently called for by superin¬ tendents .and curators of museums, it is thought that it may be useful to append it in full : [Form 21.] BGREAIJ OF EDUCATION. ' 1873. INQUIRIES RESPECTING MUSEUMS OF NATURAL mSTORY. Name of museum ? f City ? Location — rovide a home for incurables. This institution is believed to be entirely unique in its character. The New York Juvenile- Asylum, in making its twenty-first annual report, states t-hat there have been under its care since its opening 16,909 children. Ohio reports childrens’ charities as follows: orphan-asylums, 5, (of which one is Jewish;) children’s homes, 2 ; industrial school and children’s home, 1. The Cincin¬ nati Orphan Asylum, one of the oldest charities in the State, reports over 16,000 ASYLUMS FOR ORPHANS. CIX orphaned children as having been educated under its care and started on the road to respectability and independence. The system of training in the Jewish Orphan Asy¬ lum is of a high order and presents some peculiar features. “ Special attention is given to each child to direct its studies to that vocation which in its future life it m expected to follow.” From Baltimore, Md., is reported a charity of a peculiar and interesting character. Its object is to provide a home for youths between the ages of 10 and 20, for whom, on account of the high cost of living and the low value of their unskilled labor, the work of maintaining themselves honestly and respectably is rendered exceedingly difficult, not to say impossible. In former years boys of 10 and upwards were appren¬ ticed to tradesmen and mechanics to learn some useful handicraft ; but this system has fallen into disuse, being practically prohibited by the trades-unions and other associations. To most boys of this ago who try to maintain themselves, life is a very unequal fight, and no wonder if, borne down by discouragements, they fall into evil ways. To such as these in Baltimore the Boys’ Home Society extends a helping hand. It is conducted on much the same principle as the Newsboy’s Lodging- Houses in New Tork. The boys all work and contribute a certain proportion of their weekly earnings towards the support of the home. The boys are surrounded with the comforts and influences of a home, are given the elements of an English education, and a library of 500 volumes is provided for their use. A large proportion of the institutions devoted to the care of children are thoroughij catholic in their charity, asking only the question “Is the child friendless?” But catholic or denominational, they are doing essentially the same work, and through their instrumentality “a large average of muscle, brain, and soul is trained and molded and returned to the community in a few years in the form of educated labor.” One defect alone seems apparent in their administration : this lies in the fact that in but very few are industrial pursuits carried to any extent beyond the necessary requirements of the institution. When children arrive at the age of 10 or 12 an effort is gen¬ erally made to procure suitable homes for them, where employment will be given or a trade taught, but only three institutions have been heard from where any systematic “industrial training” is attempted. Girls are usually instructed in housework, cook¬ ing, and sewing; boys are employed in the shoe-shop, broom-factory, garden, and on the farm connected with the institution. But these occupations, while forming habits of industry which are invaluable, do not assure a maintenance for the future. This, the Wilson Industrial School, in New York, and the industrial school connected with the Brooklyn Female Employment Society — both for girls — and the Episcopal Orphan Home, of Brooklyn — for boys and girls — aim to supply. In the latter, the art of printing is thoroughly taught. Job-printing is done, and two books, one of 160, the other of 400, pages have been stereotyped. A monthly paper — a double-sheet — 15| by 11 inches, is issued by the institution. The orphans remain until the age of 16 or 18 and then go into the world with such a knowledge of a skilled industry as will insure them a comfortable maintenance. The industrial school connected with the Brooklyn Female Employment Society is conducted as follows : Children begin in a sewing-class, where they are instructed in plain needle-work. From this they graduate into the fine- work-room, where they at once begin to earn wages. After becoming proficient in this they can secure situa¬ tions outside or remain in the employment of the society at remunerative wages. Those who show any special aptitude, and who wish to do so, graduate from the fine- work-room into the dressmaking-department, where they are taught the trade thor¬ oughly and fitted to do business for themselves, while at the same time they are paid for what they do. The superiority of this system over the ordinary apprentice-system is apparent. Dressmakers’ apprentices are paid nothing and those who are really poor cannot afford the time necessary to become thoroughly skilled in their trade. The in¬ dustrial school, while giving the girls a means of support, affords them at the same time much better facilities for learning. cx REPORT OF THE COMMISSIONER OF EDUCATION. The Wilson Industrial School, in the city of New York, is conducted on essentially the same plan, with the addition of a “ house-work-class,” in which girls are trained in the different kinds of house- work for situations in families. In both these schools the line- work- and the dressmaking -departments j^sre self-sustaining. The Wilson School has been in operation twenty-one years. TABLE XXII. — REFORM-SCHOOLS. Detailed information concerning these schools will be found in Table XXII of the apjiendix and under the appropriate heading in the abstracts of educational progress in the several States. The following is a summary by States of the number of schools, the number of superintendents and assistants, the number of youths committed to the schools during the year, the number of inmates, the number of inmates instructed, and the number of volumes in libraries. Statistical summary of reform-schools. Slate. Number of schools. Number of superintend¬ ents and assistants. Number committed dur¬ ing the year. Number of present in¬ mates. Number taught to read. Number taught to write. Number of volumes in library. Connecticut . ' . 2 25 175 389 162 170 1, 700 Illinois . 1 15 152 152 25 26 100 Indiana . 1 18 69 56 20 27 Iowa . 1 17 70 157 24 22 250 Kentucky . . 1 16 90 174 400 Louisiana . 1 12 160 118 37 18 200 Maine . . 1 16 46 140 20 , 69 1,200 Maryland . 2 24 182 365 20 66 1, 813 Massachusetts . 4 83 719 1,293 99 263 4, 873 Michigan . 2 34 1,819 669 155 213 3, 800 New Hampshire . 1 15 47 103 19 48 300 New Jersey . 1 11 115 154 30 75 500 New York . 5 144 1,906 2, 801 32.Q 357 5, 304 Ohio . 4 52 675 902 250 80 3, 657 Pennsylvania . 2 43 412 439 439 356 1, 000 ilhode Island . 1 18 113 211 21 53 2, 000 South Carolina . - . 1 12 Vermont . 1 15 50 135 25 65 350 'Dist.T’ict nf Colnmbia, . . . 2 9 58 113 .300 Total . 34 571 6, 858 8, 371 1,675 1, 908 27, 747 Two schools do not report the number of assistants and three schools do not report number of inmates. TABLE XXIII.— SUMMARY OF SCHOOLS FOR THE FEEBLE-MINDED. Table XXIII of the appendix presents statistics of schools for the instruction of feeble¬ minded youth, of which the following is a summary: BENEFACTIONS. CXI Statistical summary of schools for the instruction ofthe fcehle-mincled. State. Connecticut . . . Illinois . Kentucky . Massachusetts New York.... Ohio . Pennsylvania . Total . . . , Number of in¬ stitutions in each State. Number of in¬ structors and employes. Number of in¬ mates. 1 10 57 1 22 100 1 3 73 202 1 49 176 1 1 59 223 9 .213 758 TABLE XXIV. — BENEFACTIONS. The following summary, drawn from Table XXIV of the appendix, exhibits the total of donations and legacies by individuals in aid of education from October 15, 1872, to October 15, 1873, so far as reported to this Office, and the classes of institutions in the several States which are the objects of the benefactions. The total amount of these reported was $11,226,977. The amount reported for the preceding year was $9,957,494. The above figures, however, do not adequately represent the total gifts for educa¬ tional objects for the year. The Office has no iirecise data for estimating numerous minor gifts by individuals and societies, but it is probable that these would aggregate at least two millions of dollars. Statistical summary of hencf actions, hy institutions. Total. Endowment and general purpo¬ ses. Grounds, build¬ ings, and appa¬ ratus. Professorships. Fellowships, scholarships, and prizes. 1 Library and mu¬ seum. Colleges . $8, 238, 141 $6, 075, 325 $1, 272, 902 $578, 575 $244,295 $67, 044 Schools of science . 780, 658 521, 112 178, 681 65, 600 14, 765 500 Schools of theology . 619, 801 219, 258 33, 200 340, 000 26, 843 500 Medical colleges, A,c . . 78, 600 66, 100 6, 000 1, 000 5, 500 Institutions for the superior in¬ struction of women . 252, 005 221, 425 11, 500 2, 500 16, 000 530 Secondary instruction _ 575, 241 357, 606 209, 885 7, 500 250 Libraries _ _ 379, 011 188, on 150, 000 41, 000 Museums of natural history . 131, 680 131, 680 Deaf and dumb . . 4, 000 3, 500 500 Blind . 15, 000 ’ 15, 000 Pe.abody fund _ _ 135, 840 135, 840 iscell.aneous 17, 000 17, 000 Total . 11, 226, 977 7, 805, 177 1, 877, 168 986, 675 310, 403 247, 554 The following table shows the aggregate of benefactions to the several classes of institutions and to what uses the same are to be applied : CXII REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary ofbenef actions, ly States. State. Total. UTuiversities and colleges. Schools of science. Schools of theol¬ ogy. Schools of medi¬ cine. $4, 000 348, 55c 003, 821 600 $12, 500 45.5, 784 $150, 000 $14, 841 600 37, 650 378, 339 ! 327, 384 05, 755 12, 000 125, 425 6, 000 237, 000 3, 508, 198 1, 057, 612 145, 000 124, 587 3, 000 256, 000 22, 000 35, 150 306, 612 208, 384 03, 000 12, 000 121, 500 6, 000 212, 500 3, 505, 500 250, 160 142, 000 124, 587 46, rn $5, 000 Iowa . 2, 755 500 4, 000 Maryland . . . ' 800 2, 000 Massachusetts . 442, 500 33, 625 3, 000 Michigan . MiriTiesota. . . . . . Mississippi . . . Miasnnri . . . . 202, 500 22, 000 11, 500 1,000 Hehraska . . . [Nevada . Hew TTampshire . . . 133, 639 176, 720 1, 293, 235 58, 760 362, 100 2, 875 657, 824 27, 522 8, 743 654, 350 6, 259 35, 358 334, 058 800 59, 993 4, 775 1,000 200 145, 840 3, 695 128, 500 716, 073 58, 760 269, 200 60, 000 5, 000 Hew Jersey . 18, 100 451, 177 Hew ’Y’orlc . . . . 15, 000 Horth Carolina . . Ohio . . 50, 000 35, 500 Oregon . Pennsylvania . 438, 325 4, 000 3, 000 636, 750 5, 000 7,158 252, 500 20, 183 29, 300 Phode Island . South Carolina . . . 5, 743 100 Tennessee . Texas . Vermont . Virginia . . . 62, 058 1, COO West Virginia . . . Wisconsin . 31, 228 3, 775 7, 000 District of Columbia . Colorado _ _ _ _ _ _ _ Wyoming . Southern States _ _ _ Total . . . 11,226, 977 8, 238, 141 780, 658 619, 801 78, 600 BENEFACTIONS. CXIII Statistical summary of Tjenef actions, hy States — Contimied. State. Institutions for the superior instruction of women. Institutions for secondary in¬ struction. Libraries. Museums of nat¬ ural iiistory. Deaf, dumb, and blind. Miscellaneous. $4, 000 $5, 350 137,315 $165, 864 10, 622 $100 1,000 4, 880 100, 000 1,500 19, 500 14, 000 570 3, 400 25 $500 20, 000 898 70, 372 1, 000 Massachusetts . . . . 24, 000 102, 500 126, 455 $6, 000 Michigan . . . Minnesota . . Mississippi . 3, 000 41,000 Missouri . . . Nebraska . Nevada . New Hampshire . 1,000 55, 865 30, 000 70, 512 7, 654 120 9, 248 425 New Jersey . New York . 31, 125 100 North Carolina . Ohio . 5, 000 2, 875 54, 500 19, 500 900 1, 500 Oregon . Pennsylvania . 1,300 110, 716 1,022 2, 500 1,000 Hhode Island . . 3, 000 South Carolina . Tennessee . 2, 500 1,500 Texas . 1,259 8, 100 1,500 800 20, 565 Vermont . 20, 000 17, 000 100 Virginia . . "West Virginia . Wisconsin . 1,200 District of Columbia . 1,000 Colorado . i,ooo' 200 Wyoming . Southern States . r rtlO, 000 t 6135, 840 Total . 252, 005 575, 241 379, 011 131, 680 19, 000 152, 840 a Freedmeu’s schools. b Peabody fund. E— VII CXIV EEPORT OF THE COMMISSIONER OF EDUCATION. TABLE XXV.— EDUCATION.LL PUBLICATIOXS. The table of the appendix presents a list of original and new editions of works on educational and related topics which issued from the j)ress of the country in 1873. It •wnll be found useful to educators for purposes of reference. The aunexed is a summary of the works by classes: Summary of the numher of educational iniblicaiions. Number of firms, 169; number of books, 727: On art . 30 Biography . 32 Education . . . Ofi— Geography and travels . 33 History . 72 Law . 85 Mathematics . 20 Mechanics . 26 Medicine . 84 Natural sciences . 88 Philology and translations . 54 Political economy and social science . 10 Theology and religion . 74 Miscellaneous . . — . . 24 Total . 727 TABLE XXVI. — KINDERGARTEN IN THE UNITED STATES. The subject of Kindergarten-culture is receiving more general and more intelligent attention than ever before and the number of Kindergarten is rapidly increasing. The number in each State, as reported, is as follows : Kentucky . 2 Maryland . 1 Massachusetts . 10 Michigan . 3 Missouri . . . 1 New Jersey . 6 New York . 11 Ohio . 2 Pennsylvania . 2 Rhode Island . 1 Wisconsin . 1 District of Columbia . 2 United States . . . . 42 Others are supposed to be in existence, but no reports have been received from them • A great hinderance to the general establishment of Kindergarten is the difficulty of obtaining properly-trained teachers. The only normal Kindergarten in the country is the one established about five years since, in Boston, by Mrs. Kriege. Results of the method. — It is claimed that, wherever the Kindergarten-idea has been faithfully carried out, the most satisfactory results have been achieved. Prof. Hail- man, of Louisville, says: The effect of the system upon the physical and mental development is more than satisfactory. The children grow strong, vigorous, energetic ; they attain full and con¬ scious control of their muscles ; become nimble aud skillful ; the glow of health upon their cheeks, the fire of energy in their eyes, elasticity and decision in their movements. Mentally, they become so far the superiors of children who have not enjoyed Kinder¬ garten-culture that, for the first four years, at least in the elementary school, they ac¬ complish fully twice as much. * * * This is due, not only to their greater physi¬ cal vigor and to the knowledge and skill imparted by the Kindergarten, but more par¬ ticularly to the habits of attention, concentration, industry, and free obedience, which they owe to Frobel’s system. KINDERGARTEN IN THE UNITED STATES. CXV Testimony of teachers. — All tlio reports received from teachers who have taken pupils from the Kiudergarteu meutiou the superiority of these childreu over others iu their capacity for learning, owing to the careful cultivation of all their capabilities, particu¬ larly their observing faculties. They show great quickness of mental perception and advance rapidly in the studies they undertake. The foundations of mathematical sci¬ ence are so well laid in the occupations and lessons of the Kindergarten, that geometrj^ will not be to them the dry, unmeaning study it is to most, but becomes an old, famil¬ iar friend when met with in the text-book. The scope for invention given in the exercises of the Kindergarten tends to awaken the faculties and develop individual talent. There is no art, science, or industry, which, in its first principles, is not represented in the occupations of the Kindergarten. It may well be said that the method of the Kindergarten gives the starting-point for each science and each profession. Fiiblic Kindergarten in Boston and in St. Louis. — Boston and St. Louis have established public Kiudergarteu. Of the Boston Kindergarten Miss Elizabeth Peabody says : The primary teachers who have received the children prepared in this Kindergarten find them so much more intelligent, capable, and well behaved than the ordinary run of children that they express great hope that the city will establish Kindergarten in all the wards. Hon. William T. Harris, the superintendent of the public- schools of St. Louis, says of the public Kindergarten in that city : “The experiment is a remarkably successful one.” The results during the short time this Kindergarten has been in operation have been so satisfactory that the public-school-teachers desire nothing more heartily than to see the Kindergarten-idea prevail iu all the primary schools. The testimony of all who have a iiractical knowledge of the Kindergarten-method is unanimous that as a means to an end nothing can be better and. that it will be found a matter of economy to make it a part of the public-school-system. Plato, in the Laws, speaking of the “ divine necessities of knowledge ” — the disciplines which lie at the foundation of all true knowledge, “ against which no god contends or ever will contend ” — sketches ,the Egyptian system of training for “ every child ” — a plan quite analogous to the Kindergarten of our day. All freemen, I conceive, should learn as much of these various disciplines as every child iu Egypt is taught when he learns his alphabet. In that country, systems of calculation have been actually invented for the use of children, which they learn as a pleasure and amusement. They have to distribute apples and garlands, adapting the same number either to a larger or less number of persons ; and they distribute pugilists and wrestlers as they follow one another, or pair together by lot. Another mode of amusing them is by taking vessels of gold, and brass, and silver, and the like, and mingling them or distributing them without mingling. As I was saying, they adapt to their amusement the numbers in common use, and in this way make more intelligi¬ ble to their pupils the arrangements and movements of armies and expeditions, and in the management of a household they make people more useful to themselves and more wide-awake ; and again, in measurements of things which have length and breadth and depth, they free us from that ludicrous and disgraceful ignorance of all these things which is natural to man. — Jowelt’s Plato’s Dialogues, vol. iv, book vii, p. 356. TABLE XXVII.— PATENTS FOR IMPROVEMENTS IN SCHOOL-FURNITURE. The material for this statement was kindly furnished by the Commissioner of Patents. The following summary shows for what descriptions of furniture, &;c., patents were granted during the year, and the residences, by States, of the patentees : Number of patents . . 33 From California . 1 From Illinois . 1 From Indiana . 3 From Iowa . 1 From Kentucky . 1 From Maine . 1 From Maryland . 1 CXVI REPORT OF THE COMMISSIONER OF EDUCATION. From Massachusetts . 3 F roui Michigan . i From Missouri . . . 1 From New Jersey . 1 From New York . 9 From Pennsylvania . 5 From Colorado Territory . 1 Total . 33 Improvements in desks and seats . 13 Improvement in blackboard-erasers . 1 Improvements in slates, slate-frames, &c . . . . . . . 5 Improvements in slate-cleaners . 2 Improvement in guide and blotter for writing-books . 1 Improvement in musical blackboards . 1 Improvements in blackboards . j . 2 Improvements in drawing-boards, &c . 5 Improvement in book-cover-protectors . 1 Improvements in book-covers . 2 Total . 33 COMPARISON OF RESULTS. Having considered the statistical tables of the appendix in detail, it will be interest¬ ing to compare (so far as'the classification admits of it) the number of instructors and of pupils in the several classes of institutions as reported to this Office in 1873, with the numbers as given by the census of 1870. CENSUS OF 1870. The classification of institutions by the census and the number of instructors and of pupils in each class were as follows : Colleges, for men and for women . . Academies . Schools of law . Schools of medicine . Schools of theology . . Scliools of science and agriculture. Commercial scliools . . Schools of art and music . Asylums for the blind . . Asylums for the deaf and dumb. . . Asylums for idiots . . Schools of dentistry . . Schools of mining . Other technical schools . . Other private schools . Normal schools . . Other public schools . Grand total . Instructors. Pupils. 3, 902 73, 844 6, 190 129, 404 78 1,673 599 6, 746 357 4, 095 149 1, 790 478 19, 163 440 10, 498 147 1,403 232 3, 552 28 686 22 170 30 114 115 2, 052 25, 077 726, 688 582 18, 592 182, 616 6, 209, 468 221, 042 7, 209, 938 SCHOOL-SUPERINTENDENCE. CXVII STATISTICS COLLECTED BY THE BUREAU OF EDUCATION IN 1873. The following siimmaiy is a recapitulotion of instructors and pupils in tlie various public and private schools included iu the statistical tables of the appendix.^' Where reported. Instructors. Pupils. 21G, 721 7, 935, 596 480, 342 «12, 100 887 16, 620 In a TAT" ... _ _ _ _ 514 22, 397 In academies and seminaiies Table V . . . . . . . - . 5, 058 690 118, 570 12, 487 In special preparatory schools Table VI . . . .... . . . Tn Tnr VTT __ . . . . . . . 2, 120 3, 106 24, 613 52, 053 8, 950 3, 838 2, 112 In colleo'es (classical and preparatory departments,) Table VIII . . . In colleo’es (scientific and preparatory departments,) Table IX. . . 747 In schools of theology Table X . . . 573 In schools of law Table XI .... .. . . . . . . . ... 158 In schools of medicine dentistry, and pharmacy. Table XU . 1,148 8, 681 4, 534 Tn .Qp.bnnls fhr deaf mntos Table XTX _ _ _ _ _ _ 289 In schools for blind. Table XV . . . . . . 545 1,916 In schools for orphans. Table XXI . . . hi, 484 &579 22, 107 In reform-schools Table XXII . . .. _ ... _ _ _ ...... 8, 371 758 In schools for feeble-minded. Table XXIII . 213 Grand aggregate reported in 1873 . 246, 932 8, 723, 945 a Estimated. \> Superiutendcuts and assistants. SCHOOL-SUPERINTENDENCE. The importance of intelligent oversight of schools finds continually increasing rec¬ ognition with our people. In some form, almost every State and Territory in the Union has now both general and local superintendence. The system abides where it has al¬ ready found a lodgment and steadily makes its way to points beyond. Arkansas has in 1873, exchanged its former circuit-supervision for the closer inspection of county- superinteudency. Indiana has X)ut county-superintendents in place of the county-ex¬ aminers it had before. North Carolina is calling for a kindred change and Maine de¬ sires the restoration of the superintendency it had. Tennessee, after abolishing it, has restored it. And although, from false ideas of economy or from discontent with the im¬ perfect v/ork which small salaries secure, there have been mutterings against it in some quarters, good supervision abundantly justifies itself by its effects, wherever a judi¬ cious liberality provides salaries sufficient to secure the proper kind of men and enable them to give their undivided time to the performance of the duties of their office. A universal adoption of the system on this liberal plan would probably do more than an¬ other single thing to promote the interests of education in the States. That there shall be some sort of suxiervision is decided by the general suffrage above ndicated. Headship and oversight, in one form or another, are, indeed, essential to every organization. Order comes constantly from settled law; and law, men perceive, must not only have an authoritative source, but also some executive direction. Hence heads for every household, engineers for every machine, officers for every societ}-, and governments to enact regulations for communities and see that these regulations are enforced. No farm without some head farmer; no factory without its foreman ; no commonwealth without a line of associated agencies to look after the administration of the laws. The idea of experienced supervision meets us everywhere ; that of aban¬ donment of valuable interests to mere blind impulse, nowhere. * This summary does not include pupils in city-school-systems, as they are presumed to be included in the State-systems. CXVIII REPORT OF THE COMMISSIONER OF EDUCATION. And in the case of the public schools such sux^ervision is called for by peculiar cir¬ cumstances. Our educational systems are yet comparatively new and need skilled watching to prevent friction in their working and bring all parts in harmonious ac¬ cord. Our territorial limits are immense ; and, without this skillful watching, incompe¬ tence, mismanagement, or petty tyranny may easily be hidden in the remoter country schools and in the intense life of cities, and work out miserable issues. We have, more¬ over, in our States and Territories, ur)wards of 200,000 teachers. These are of all de¬ grees of qualification for their work; some esx)ecially and laboriously educated for it; some with but just the ordinary training of elementary and grammar-schools. Great numbers of them have had little o];)portuDity for witnessing the best methods of man¬ agement and teaching ; others, whatever their natural or acquired ca]_mcities, enter the ranks each year as raw recruits, to take the places of retired or dying veterans. With such material, some oversight and guidance, in the great task of forming the minds, manners, and morals of our youth, are obviously a necessity. Of course, this necessity existing, the more experienced, able, active, and continuous the oversight and guidance can be made, the better it must be for all concerned. A man that undertakes a suxrerinteudency of schools with little preparation for it duties, and gives these only such time as he can spare from more absorbing occupations, can hardly exercise a permanently beneficial influence. The flutter excited by his hasty entrances and hurried examinations soon vanishes, and schools sink back into the old routine, with a sigh of relief or of exhaustion. But let one, energetic, scholarly, judi¬ cious, with thorough knowledge of the subjects to be taught and of the happiest meth¬ ods of instruction, give his whole time and heart to this great work, and there will be a leverage beneath the schools to lift them to a higher elevation. Moving continuously, among the teachers and pupils, in thorough sympathy with them and with their work, he will animate the desj^ondent, stimulate the slow, enlighten the inexxrerienced, show this one how to manage, that one how to teach, and, cheering skill by kind encourage¬ ment, aidiing uncertainty with wise advice, will infuse a life not previously existent, bring order out of whatever confusion may have reigned, and mold the various ele¬ ments beneath his influence into an accordant and harmoniously- working whole. His worth with parents and citizens is equally effective. The general securing of such men for superintendents would introduce a new era in the school-history of the United States. To get them, however, to anything like the extent that is desirable, there will need to be, in many quarters, a large increase of salaries and greater care in the selection of the men. Men of high character and liberal culture are too much in demand in other lines to give themselves to the superintendency of schools, without the means of such comfortable livelihood as will relieve them from ox)X>res- sive family-care and enable them to give to the emxfloymeut sufficient time to make it a success. But, except in cities, the offered compensation is now below $1,000 almost everywhere. New York alone ap^iears to actually reach that rate throughout her coun¬ ties, though Pennsylvania apxrroaches it with her least salaries and in many oases goes beyond it. In Texas the rate has been nominally $1,200. but in fact much less. In Kansas it comes down to $900 ; in New Jersey the average is below $800 ; in California, about $620; in Nevada, $575; in Arkansas, $400 ; in Illinois and Kentucky, apparently about the same; in Iowa,,$390; in West Virginia, $254 ; in Tennessee, $228 ; in Vir¬ ginia, $217, with the possibility of increase from the county-treasury, of which increase as an actuality there apx)ears no trace. In almost all our older States such sums are wholly insufficient for effective family-sux)port. As long as only such continue to be Xiaid, the sujperinten dents must either be unmarried men, (which is not generally de¬ sirable,) or must have j^rivate means to supplement their salaries, or must devote their main time to other business and give just occasional spare hours to the schools. Effi¬ cient, energetic supervision is hardly to be hojied for in these circumst.ances. A first requisite in order to this is an extensive increase of salaries, enabling men of proper character to make the superintendency their only work and stimulating them to the bestowment on it of their highest jiowers and energies. The larger towns and cities wisely bid for the best talent with salaries of $2,000 to $5,000 aod find it jiay to do so. SCHOOL-SUPERINTENDENCE. CXIX A lengthening of the term of othce would he another means to the same end. In hy far the greater portion of the States the superintendents are chosen to serve for only onO' and two-year-terms. This may he long enough for men that have other occupa¬ tions to fall hack on, and donhtlesss seems to good school-teachers too long to endure the mismanagement of ignorant or tyrannical incumbents ; but it is too short to win from more permanent employments a sufficient number of really first-class men. Such can make more at other work than can be made from a superinteudency of schools, aud,thongh they may be willing to forego prospective gains for the sake of exerting an influence for good, must have more time than just a year or two for the exercise of a far-reanhing influence. They must have this time to form full acquaintance with their fields, to sow in them the good seed of a thorough education, and to develop from it the harvests they desire. They must have it to weed out incompetent school¬ teachers, to bring those of higher qualifications to the front, to thoroughly test any new System of instruction, to accomplish from it the best possible results, to see the com¬ pletion of large plans for school-improvement, and to leave some permanently visible impression of their having lived and labored in these fields. And since this cannot be, with such short terms, unless through frequent re-elections, of which one always must stand painfully in doubt, a large proportion of the scholarly and able men that ought to be in the superinteudency of schools drift off from this useful and honorable occu¬ pation to others that give prospects of more settled homes and more visible reward for their exertions. To remedy the loss which hence ensues and to secure the most valuable style of service, will it not pay — besides increasing salaries — to lengthen out the term of office generally to the three years of New Jersey, New York, Pennsylvania, and Virgin a, or the four years of Florida, Georgia, Illinois, and Texas, with such prospects of a re-election upon good behavior as shall encourage hope of a still greater permanency ? Till something like this comes to be the case, the counties will have to be content with less than the highest measure of efficiency — with service snatched, from other occupations and sandwiched in between engagements here and there — with men, too, who, however conscientious and inherently able they may be, still must quite often lack the rounded education, finished culture, and well-proved powers which only long terms and fair salaries can command. cxx REPORT OF THE COMMISSIONER OF EDUCATION States. Alabama ... Arkansas . - . California . . . Connecticut Delaware . . . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky... Louisiana Maine . . . . Maryland Massachusetts Michigan . . Minnesota . Mississippi Missouri. . . Kehraska . . Kevada . . .. New Hampshire. Kew Jersey . New York . North Carolina. Ohio Supei'vision of public schools in the Designation of officers. Modifications. County-superintendents "With two school-directors for each county. County-superintendents County-superintendeuts Town-school- visitors _ County-superintendents With school-trustees in districts . With county-boards of examination . With acting school-visitors and city- superintendents. With a citj^-superiutendent in Wilmington. County-superintendents County-commissioners . . County-superintendents County-superintendents C ounty-sup erinten d en ts County-superintendents Members and secretaries of county -boards of public instruction. Members and secretaries of county-boards of public instruction. With township-boards of trustees and school-directors. With township-boards of trustees and school-directors. With to^vnship-boards of directors . . With county -boards of examiners . . C ounty-coramissioners With district-trustees . Division-superintendents With school- director 3 in the parishes. Superintending school-committees County-commissioners, (three to five for each county.) Town-school-committees . Of towns or school-districts . With a county-examiner . With town- and city-superintendents... - County-superintendents C oun ty -superin ten dents County-superintendents County-superintendents County-superintendents County-superintendents With district-school-boards . . With district-school-boards . . With district-school-boards . . With to^vnship-school-boards With district-school-boards . . With district-school-boards . . Town-school-committees. Town-superintendents allowed. County-superintendents With district-school-trustees. County-commissioners With sixteen city-superintendents. County-commissioners With county-examiners. f District- and city -boards of edu-] ^ cation, with their respective j presidents ; district- and city- j 1 superintendents. J Y/ith both State- and county-examiners and district-boards of education. -i Examiners. SCHOOL-SUPERINTENDENCE. CXXI several Slates and Territories, 1873-’74. Mode of election. Time of service Comjtensation for services. • Years. By the people . 2 Five per cent, of school-moneys disbursed and $3 per diem for actual service. “Not less than |300.” By county-school-oflficers . 1 From $300 to $500 per annum. By the people . 2 For each school-district, $20. Average, $620 per annum. By the people . 3 School- visitors, $3 per diem for actual service. Appointed by the governor . 1 Postage, traveling-charges, and expense of distributing forms. Elected by the county-boards . 4 From nothing up to $800. Elected by the county -boards . 4 From $3 to $5 per diem for actual service. Elected by the people . 4 From $400 to $1,000 per annum. Elected by township-trustees . 2 For actual service, $4 per diem. Elected by the people . 2 For actual service, $3 per diem. Average, about $390. Elected by the people . 2 From $3 per diem to $1,500 per annum, according to school-population. Appointed by county-courts of claims. 2 $100 per annum, with $3 for each school-district, $3 for each coLred-school visited, and 1 per cent, on moneys disbursed. Appointed by governor on nomina¬ tion by State-superintendent. $2,500 per annum ; in New Orleans, (sixth division,) $4,000. Elected by the people . 3 $1.50 per diem for services, with traveling-expenses. Appointed by judges of circuit courts. *2 Commissioners, “not over $100;” examiners, from $500 to $2,300. Superintendents by school-commit¬ tees ; school-committees by the people. Committee-men, $1.50 per diem for actual service; superintendents, different rates, according to popu¬ lation, &c. Elected by the people . 2 From $3 to $5 per diem for actual service. Elected by county-commissioners . 2 For each school-district, $10. In larger counties, $1,000 to $1,200 peranniim. Appointed by State-board of education . 2 For actual service, $5 per diem. Elected by the ijeople . 2 For actual service, $5 per diem. Elected by the people . 2 For actual service, $3 to $5 i>er diem. Elected by the people . 2 “ Such compensation as shall he allowed by the hoard of commissioners of county ; ” “at least all necessary traveling-expenses.” Average, $795. Elected by the people . 1 “ Such reasonable compensation as the town may de¬ termine.” Appointed hy State-hoard of educa- cation, subject to approval by board of county-freeholders. 3 Ten cents for each child of school-age in the county. Not less than $500 nor more than $1,200 per annum. Average, about $795. Elected by the i)eople . 3 From State, $800 per annum for salary ; from county, $200 for expenses. Commissioners by the people; exam¬ iners by commissioners. *1 Examiners $2 per diem for actual service. The State-examiners (3) by State- District- and city-superintendents, $800 to $4,000 per school-commissioncr. 1 V ( annum ; county-examiners, $2 per diem for actual The county (3) by the probate-judge of each county. 3j service. t Each. CXXII EEPORT OF THE COMMISSIONER OF EDUCATION. Supervision of the puUic schools of the several States or Territories. Designation of officers. Modifications. With district-school-directiors . Pennsylvania . County-superintendents . City-, borough-, and district-superintend¬ ents optional. VV i th tnwn- and eity-superintendenta South Carolina . County-commissioners . With county-boards of examiners and district-trustees. With district- school-directors . With county-school-directors . Virginia . "West Virginia . Wisconsin . Arizona . Color.ado . County-superintendents . . County-superintendents . County-superintendents . County-superintendents . County-superintendents . With city-superintendents in Lynch¬ burg, Horfolk, Petersburg, and Eich- mond. With a city-superintendent in Wheeling and district-boards of education. A second in a county allowed . With county-examiners and district- school-trustees. IV^ith district-boards of directors _ _ _ _ Hahota County-superintendents . W^ith district-boards of directors. _ _ _ _ _ District of Columbia. A superintendent of white- and Tdahn superintendent of colored- schools. County-superintendents . W^ith district-school-trustees . . . Mon ta n fl . County-superintendents . VV ith district-school-trustees . . Hew Mexico . Boards of county-supervisors and With imobate-judge of each county as directors. president. Utah . County’-superintendents . W^ith school-trustees for each district . Washington . County-superintendents . With school-directors for each district - Wyoming . County-superintendents . With school-directors for each district - Vermont lias great numbers of school officials, district prudential committees appearing to be mos Besides tho officers above mentioned, there are State-superintendents of public schools, or officer of education, for the general regulation of the public-school-system, in Alabama, Arlcansas, California, Mississippi, Missouri, hlevada, jSTew Hampshire, Hew Jersey, Horth Carolina, Oregon, Ehode Island, Kansas has a State-board of commissioners for the management and investment of the State-school-fund. SCHOOL-SUPERINTENDENCE, CXXIII States and Territories, 1873-’74 — Coutiniied. Mode of election. Time of service. Compensation for services. Tears. Elected hy the people . 2 Kot less than $50 nor more than $509 per .annum. Elected by county-boards of school- directors. 3 $500 to $3,000 per annum. Average, $1,304. Elected by the people . 3 Suiierintendents, $25 to $2,500 per annum. Elected by the people . 3 Commissioners, $1,000 per annum ; in Charleston County, $1,200. Elected by the county-court . O “Such p, ay as may be allowed by the county-court.” Average, $228. Elected by the people . 4 From each teacher examined, a fee of $3, with $4 per diem for actual service. Elected by State-board of education . . 3 Kot more than $350 per annum for county-supsriu- tendents. Average, $21 7. Elected by the people . 2 Kot to exceed $300 per annum. Elected by the people . 2 $500 to $1,500 per annum, according to pOi)ulation. The ];)robate-judge in each county is. Traveling-exi)enses in visiting schools ; not to exceed ex officio, superintendent. $100 per annum. Elected by the people . 2 $5 per diem and fifteen cents per mile while visiting schools. Elected by the people . 2 $3 per diem for actual service, with reasonable com¬ pensation for annual repairs. $2,000 and $1,500. In Ada and Boise Counties, $300 per annum ; in others, not to exceed $250. Elected bv the people . 2 Elected by the people . 2 $1 to $2 for each school-census-scholar in county, with traveling exi^enses, postage, &c. Elected^by the people . $1 per diem for each member of board, while in ses¬ sion, for five days in each three months. Elected by the people . 2 About $300 per annum. Elected by the people . 2 $25 to $500 jjer annum. Elected by the ijeople . 2 “ Such compensation as shall be fixed by county-com¬ missioners.” prominent. answering to these, in all the States and Territories, except Delaware and Alaska, with State-boards Connecticut, Florida, Georgia, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, South Carolina, Vermont, and Virgiuia. A territorial hoard of education exists also in Arizona, CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. COST OF EDUCATION AND OF POLICE. It has been impossible cluriug the past year to give any special attention to the prosecution of the inquiry into the relation of ignorance^ to crime or of education to morals and public order. Particular attention, however, is invited to the following very valuable and instruc¬ tive summary of facts in regard to a number of our cities : Table showing the cost of police-department and of public schools for one year in several cities. Date of report. Cost of i^olice- dcpartmeut. Expenditure for public schools. Mobile, Ala . 1873 $76, 572 90, 000 505, 327 $53, 253 149, 444 New Haven, Conn . 1873 Chicago, Ill . 1873 736, 190 547, 911 1, 836, 703 665, 578 188, 173 286, 118 Baltimore, Md . 1873 549, 974 *501, 962 Boston, Mass . 1873 St. Louis, Mo . 1873 451, 046 Albany, N. Y . 1873 114, 030 213, 958 3, 266, 604 158, 299 44, 420 164, 909 90, 000 Buffalo, N. Y . 1873 New York, N. Y . 1872 2, 455, 681 234, 030 102, 211 Cleveland, Ohio . 1873 Beading, Pa . - . 1873 Providence, B. I . 1873 282, 966 Charleston, S. C . 1872 61,- 463 Memphis, Tenn . . . 1873 96, 061 86, 093 298, 281 District of Columbia . 1873 325, 000 *For 9 montiis. * Eev. Eleazer Smith, for a dozen years chaplain of the New Hampshire State-Prison at Concord, de¬ clares that, of the three hundred prisoners who have entered the institution during his cfhcial term, about one in six could not read when they were committed. Of the three hundred, not one has been taken from any of the learned professions — not one lawyer, or physician, or clergyman, known and recognized as such by any of their professions, and not one editor or school-teacher. “ I have been,” s.ays Mr. Smith, “so long connected with the prison and its records and history, that I can pretty confidently affirm that from its opening, some sixty years, there has not been among its iumates one clergyman, lawyer, iihy.sician, editor ; not one deacon, steward, church-warden or class-leader ; nor one son of a clergyman ; and I have been able to learn of but two persons who, at the time of the commis¬ sion of the crime, were members of any church.” VENTILATION OF SCHOOL-HOUSES. CXXV T(ibJe showing the ivhoU numher of arrests and the number of arrests of persons under 20 years of age. Total ar- 1 rests. Arrests under 20. 27, 845 4,800 t6, 099 6, 273 84, 514 22, 404 12, 535 1, 179 40, 007 1, 822 21, 931 31, 585 4,861 8,010 8, 579 *5, 225 - _ * _ _ ... _ - . _Aibjiiiy _ _ _ 1,009 13, 392 New York (1872) . Urnnklyn . _ _ _ Buffalo . +2, 191 Syracuse _ _ _ _ _ _ _ Bbiladelpbia _ _ _ ... _ ..... Eeacliuo' . . . . . Cbicago (1872) . . Chicago, (1873) . §2, 524 703 Detroit . Ciucinnati . Cleveland . Total ar¬ rests. Arrests 1 under 20. St. Lonis . 19, 463 2, 096 Baltimore, (1872) . . . . . . . 20, 445 Baltimore, (1873) . . . 20, 365 Charleston . Mobile . 3,060 MemiDhis . 5, 900 476 New Orleans . . . . 29, 286 District of Columbia . 11, 781 2, 377 S.nn Fr-nTirlsao, (18671 . ... 9, 896 San Francisco, (1868) . 11, 111 San Francisco, (1869) . 13, 055 San Francisco, (1870) . 15, 232 San Francisco, (1871) . 14, 243 S.on Francisco, (1872) . 11,035 San Francisco, (1873) . 12, 810 * Given as minors. X Of wiiom 49 were under 10 and 460 between 10 and 15. t Convictions. § Of whom 118 were under 10. The perceutage of arrests of persons under 20 years of age to the whole number of arrests was, in Detroit, 14.4; in Chicago, 12.5 ; in St. Louis, 9.2; in Memphis, 8; in Albany, 6.2 ; in Buffalo, 5.7 ; in Boston 5.33 ; in the District of Columbia, 4.87. Of the 12,535 persons arrested in Buffalo, 1,414 could neither read nor write and 133 could read only; of 11,781 persons arrested in the District of Columbia, 4,227 could neither read nor write ; of 6,273 persons arrested in Albany, 532 could neither read nor write and 93 could read only ; of 4,861 persons arrested in Detroit, 668 could neither read nor write and 55 could read only. The police-records of Boston show that the increase of minors among the arrests nearly keei^s pace with the increase of population.’’ The San Francisco police-report for 1871-’72, while finding cause for congratulation in the fact that, while the population has largely increased during the past three years, the number of arrests has greatly diminished, mentions with regret the increasing evil of “juvenile ruffianism” as the most difficult matter with which the police-depart¬ ment has to deal. VENTILATION OF SCHOOL-HOUSES. The increased attentions given to this subject are es^iecially gratifying. Deeming it very important that this report should carry v/ith it some indication of the progress of inquiries in this direction, I include the following resume of opinions and facts : In a notice in the Sanitarian for May, 1873, of a treatise on ventilation, by Lewis W. Leeds, it is remarked that — The greatest sanitary want everywhere is ventilation, to be supplied in all existing tenant-houses, work-rooms, school-rooms, and all places of assemblage. Many children are taken from school in consequence of headaches, fever, sore throats, and weak eyes, “ caused by too close attention to study,” when, if the cause be investigated, it will be found that they have been confined in a close room, with perhaps fifty other living, breathing creatures, where there is no ventilation. Consequently they are inhaling over and over again the same impure breath. In the Sanitarian for January, 1874, the following “life-problem” is presented : Every full-grown adult throws out by respiration about four and a half gallons of deleterious gas and watery vaxior per hour ; and the children of school-age average^ CXXVI REPORT OF THE COMMISSIONER OF EDUCATION. each one, about three gallons per hour. Suspended in this deleterious respired air and vapor, there is in every 1,000 gallons 3 gallons of dead decomposing a nimal matter / * » * Now, if one person throws out four and a half gallons of poisonous air every hour, how long will it take 1,000 persons to fill a church full ; fifty children to fill a school-room full? An article quoted from the Pall Mall Gazette in the Sanitarian for June, 1873, says: The marvel is not how many children die, but how many escape. Work-houses are under (assumed) competent supervision ; so are mad-bouses ; so are i^risons; but schools, where the young receive their life’s permanent impress, are left out as beyond the range of inquiry altogether, save in that qqeer jumble of inconsistent half-truths we call education ; and the master and mistress may kill the children intrusted to their care with untroubled consciences. The reijort of the board of health of the city of Boston for the year 1873 sijeaks as follows of the defective ventilation of the school-houses of that city : Let some person who never has thought of it go into some of our school-rooms, even in our own city, about 12 at noon, on a moist winter-day, where some 60 to 100 pupils are climbing the wearisome heights, and the darkest troglodytic dormitories of our city have something of the scent of an orange-grove in full blossom in comparison. You ask about the ventilation, and your eye is directed to two or three holes in the wall, near the ceiling, but you are not told whether moral suasion is to coax, or corporal punishment drive, the deadly poison up there, nor who or what does the coaxing or driving. But you must be persuaded to believe that a mastodon crawls out of a gim¬ let-hole, when no inducement is offered him to go. Dr. C. R. Agnew, in an article in the Sanitarian for April, 1873, says : In the city of New York, with its boasted public-school-system, there is room for reform from the primary schools up to the New York College. I quote from a recent re]iort : “ Seventeen school-buildings have been inspected, against all of which reports are made of bad sanitary condition. Six of them have class-rooms so dam]D and dark that they are declared to be unfit for school -purposes and in one case it is recommended that the entire building be vacated. * * * ^ One of the principals of one of the largest of those public schools has told me that they get on with the primary children very well in the morning, but that it is almost impossible to keep them awake in the afternoon from the effect of mental strain and bad air.” In the Sanitarian for April, 1873, Dr. Jaynes, city sanitary inspector of New York City, details the results of some experiments with the air in the public schools : From our public schools Dr. Endemann obtained seventeen samples of air, the exami¬ nation of which determined the presence of carbonic acid, varying in amounts from 9.7 to 35.7 parts in 10,000 ; or, in other words, from more than twice to nearly nine times the normal quantity. The ventilation in these buildings is generally faulty and can be obtained only by opening the windows — a practice detrimental to the health of the children who sit near or directly under them. The following experiment made in the Roosevelt Street school shows the inefficiency of ventilating-flues in the wall, unpro¬ vided with means for creating an upward current. An examination of the air in one of the class-rooms provided with a veutilating-flue was made while one of the windows was opened, and yielded 17.2 parts of carbonic acid in 10,000, The window was then closed, and after the lapse of ten minutes another examination gave 32.2 iDarts of car¬ bonic acid, or an increase of 15.6 parts. The experiment now became to the teacher and children so oppressive that it was not continued. Dr. Endemann says : “ If the a, ccum Illation of carbonic acid had been allowed to continue, we might have reached within one hour the abominable figure of 110.” The following is a statement of the average result obtained from the several experiments made in each school : School. Experiments. Carbonic acid. T'/l m stro.ftt . . . . . . 3 14. 6 Roosevelt street .. . - . 2 19. 5 Thirteenth street near Sixth avenue . 2 28.1 21.3 Thirteenth street, near Seventh avenue . 2 Greenwich street . 2 17.6 Yanclewater street . 2 14. 7 Madison street, near Jackson . 4 24.2 As expired air contains, not only this poisonous gas, but also effete animal matter escaping from the bodies of those present, and in quantities in proportion to the amount of carbonic acid exhaled, it follows that air vitiated by respiration is far more delete¬ rious than air vitiated by the same amount of carbonic acid from other sources ; and VENTILATION OF SCHOOL-HOUSES. CXXVII as the sto.ndard of permissible impurity lias been placed by high saiiitarj^ authority (Dr. Parkes and others) at 6 xiarts of carbonic acid iu 10,000 of air, it is evident that the best practical talent should be engaged in designing and perfecting means for securing to our public schools adequate and thorough ventilation. The Sanitarian for August, 1873, contains the report of Mr. Lewis W. Leeds concern¬ ing the ventilating and warming arrangements of some of the school-houses in the city of Nevv York. An examination of two of the lyesi gave the following results: In No. 35 the windows in all the class-rooms were found pulled down from the toj), for the purpose of relieving the rooms of a condition which the teachers termed “ blaziness.’^ The ventilators for the exhaustion of the foul air are all near the floor and many of them communicating with flues in the outside walls. On testing these flues there was little or no motion of air in them, and as commonly into as out of the room. A considerable number of wrought-irou radiators had recently been placed in various rooms to assist in warming and for the purpose of establishing an air-current. This combination of direct radiation and currents of partially- warmed air is an excel¬ lent one when properly carried out. But in this case there seemed to be a total wmut of knowledge of the subject iu the executive head of the work. The arrangement as a whole is imperfect and inefficient. No. 47 had been passed by the sanitary inspector without criticism, and a better con¬ dition was anticipated. It is warmed by seven hot-air-furnaces. All the warmed air is brought into the class-rooms through registers on the interior or warmest side of the room, directly against the teachers’ backs and the ventilator for the escape of the foul air is placed directly above the registers, thus submitting the teacher, who sits on the warm side of the room, to a xjcrfect blast of hot air, which, after roasting him or her, rises immediately to the ceiling and escapes. But the children sitting on the opposite and cold side of the room, with their backs to the windows, have to suffer for the teachers’ roasting by the open windows, exposing them to cold draughts upon their backs and shoulders and contributing in no small degree to their frightful mortality. ^ One only of the seven furnaces had a good supply of fresh air. Five of the others were wholly devoid of fresh-air-entry from the external atmosphere, while they counterfeited the appearance by the show of large registers from the cellar. These contained an accumulation of dirt, flavored with the odor of the /jea-coop, into which thefresh-air-su2)]}li/-box of the seventh furnace had been converted, the mouth being shut off by a dam^rer — not odor-tight — veritable foul air where fresh was most to bo expected. The ventilating-flues, instead of being carried out separately as chimneys, and each communicating with an open ventilator, (as had been represented,) were found gathered together on each side of the house into large cuprflas. One of these cupolas was found boarded over so as completely to obstruct the air. This had been done for the purpose of using it as o, ingeon-house. Thus there are iu one of the first-class schools iu the city of New York about 1,200 children tortured by the most unscientific and villainous appliances for warming and ventilation that the human mind can conceive of. If the very converse of warming and ventilation were desired, this system could scarcely be excelled for producing alternate blasts of hot, foul air around the head for breathing, and cold, chilly draughts against the back and feet for killing.” Two new school-houses, “ supposed to embody the most perfect system of ventila¬ tion and warming,” were also examined. In the words of the report : There is not one single foot of fresh-air-supplg in either of these buildings. The only de¬ pendence for fresh air is the j)ernicions system of opening the windows ; and the radi¬ ators are commonly i^laced opposite the windows, so that the cold air has to be blown across the room before it comes in contact with them. There is some little show in some of the rooms of an attempt to carry off the foul air, but iu reality it is wholly in¬ effective. There are small, rough flues in the brick wall, into which registers are placed, with the worthless object of conducting the foul air into a largo exposed space under the roof and allowing it to escape under well-displayed cowls. Some of the overheated air possibly ascends at times up the hottest of these flues, but it is so quickly cooled by contact with the cold roof that it falls back again into other rooms where the flues are less heated. And thus, at best, a current of foul air only is established, with¬ out any means of escape. In the Sanitarian for November, 1873, Mr. Leeds gives the results of an examination often additional school-houses, some of them recently erected in the city of New York. Of two of these it is said, “ There is not a sign of a register for fresh-air-supply or es¬ cape of foul air in the whole building ; ” and of four others, “ No attempt whatever to provide a regular supply of fresh air.” Only one has “ ample fresh-air-boxes in good condition; ” and in this, and in every other building examined, the provision for the CXXVIII EEPORT OF THE COMMISSIONER OF EDUCATION. exhaustion of foul air is defective and insufficient. “A few small registers near the floor open into small rough flues in the cold outside walls/’ in one case only “about four inches square — a perfect farce. These flues empty into the large space under the roof, where the air, hecoming chilled, is quite as likely to fall down into the rooms as to flow out ; consequently such registers are almost always closed to avoid the cold on the feet of those who sit near them.” In one building “the handsome show of ventilators on the roof and the ventilating- registers in the rooms are mere shams and deceptions, for they do not communicate in another, “ the ventilating- caps on the roof are not connected in any way with the ventilat- iny-flues in the outside walls.” lu a third, “ attemi)ts have been made to connect the flues from the rooms with the ventilating-caps on the ridge by wooden boxes under the roof, hut a space of two or three feet in length is left open near the center, hreahing the con¬ nection.” Of one building it is said : “ The aggregate capacity of the foul-air-openings, pro¬ vided they prove efficient, is about one-tenth that provided in first-class buildings in other cities of the ventilating-flues in another, “ they are of no earthly use except, perhax^s, it might be a slight relief to the consciences of those whose business it should be to provide these children and teachers with pure air.” Not one building was found where a sufficient supply of fresh air could be secured without opening tlie windows. Many teachers “ have frequent complaints from parents that their children take cold by sitting in the draughts from open windows] but they cannot get along at all with¬ out having the windows open. In cold and stormy weather, when the windows cannot be kept open, the air soon becomes filthy. It is perfectly horrid to keep children con¬ fined in such an atmosphere ; indeed it would be shameful cruelty to animals.” In this examination was included the new building of the Normal College of New York, of which it is said : Here we have a splendid new building, where the greatest attention has been given to secure the latest and most perfect ideas that the board could command for the instruction of the teachers themselves in all that belongs to the most j)erfect develop¬ ment of the body and mind of the young citizens of New York. The heating-apparatus alone must have cost from $.30,000 to $40,000. Radiators scattered around in great profusion in proper and improper places, but there is not one single foot of regular fresh-air- supply provided for in the entire building. Innumerable handsome ventilatiug-registers ornament the walls at the top, in the middle, and at the bottom of the rooms, but tire current is as likely to be into as from the room. All the flues terminate in the vacant space under the roof, so that the warmed air that may, at times, go up the flues on one side of the building, will be cooled by contact with the cold roof and fall down the flues on the other side. There are a few little ventilating-cowls on the roof, with a crack of two or three inches around the top, which is probably about one-fortieth part of the open space that makes such a splendid show in all the rooms. Thus, by a careful examination of all classes of buildings belonging to the board, we find that much expense has been incurred in the name of ventilation, and a goodly show of ventilating-cowls ornament the exterior of many cf these buildings] and yet we do not find one single huilding properly ventilated. There appears to be an entire absence of any comprehensive or practical system of warming in connection with the ventilation, which is so essential in producing the most satisfactory results. The construction of school-houses so as to furnish a “ grand collecting-room,” Mr. Leeds utterly condemns. In the Sanitarian for December, 1873, he asks : Is this exhibition-room worth what we pay for it I Is it worth sacrificing the com¬ fort and health of both teachers and pupils by cutting off the fresh-air-supply from the class-rooms, where the real labor of the school is performed ? In short, is this exhibi¬ tion worth four or five hours of the most shameful and disgraceful poisoning, by keeping the delicate lungs and bodies of teacliers and children charged with the foul and fetid at¬ mosphere of a close and crowded room, aggravated, too, by alternate blasts of dry air from red-hot furnaces and cold, damj;) air from open windows ? Or, again, is this con¬ dition improved upon by the substitution of a large steam-radiator in one corner of the room, in immediate proximity to which — owing to the very crowded condition of these class-rooms — some of the children must sit ? Mention is made, as an example, of a Brooklyn school-house — A new and costly building, which probably fairly represents the best modern school- houses. Here we have twelve class-rooms on each of two floors. Eight of these on VENTILATION OF SCHOOL-HOUSES. CXXIX each floor can all he overlooked at one time. But close the glass partitions, aifd we find 50 or 60 children, with their teachers, crowded into comparatively small class¬ rooms, and for the most part without sunshine and pure air. Two only out of the twelve rooms have sunshine and pure air on two sides. And this is not the worst : six of the class-rooms are surrounded by other foul class-rooms on three sides. After half an houFs study the air is disgusting in the extreme, especially on the leeward side of the building. On the windward side the air is better, but it is too often from open windows, blowing directly on the backs of the children, now doubly susceptible to such an influence for evil. Still worse than this is the plan of a number of splendid brown-stone buildings that have been recently erected in Philadelphia. Here, added to the great sin of massing all the collecting-rooms together, is the still worse blunder of cutting off so large a portion of the light and air by the stairs, committee-rooms, and water-closets. These are splendid new buildings, for which millions of dollars of the people’s money have been spent and in which their children will undoubtedly be tortured for many long years, before they will have the courage to do what they ought to do at once, tear them down. Thus we find in so many cases the collecting-room-system so materially inter¬ fering with the sanitary conditions of the class-rooms that it should be greatly modi¬ fied or entirely abandoned. And the adoption of the arrangement suggested by the Vienna premium-plan, would, in the author’s judgment, fully justify the omission. Here wn have that great desideratum, a free exposure to the external atmosphere and sunshine on every side of each class-room; and, still better, no two class-rooms join, so that the foul air from one cannot be blown into another with any direction of the wind. The object is to imitate, as nearly as possible, the natural effect of a bright, sunshiny day. It will be observed that the sun rapidly heats all solid objects upon which it shines. These solid substances, thus pleasantly warmed by the sun’s rays, form heaters in addition to the direct heat frona the sun, thus warming the ground under us and surrounding our bodies with hot substances, but leaving the air around our heads cold and invigorating. We should, therefore, have the floors and sides of our class¬ rooms warmed to just what they would be if the sun was shining upon them — say 85° P. or 90° F. for the floors and 110° F. for the sides of the rooms. It is a near ap¬ proach to an even distribution of the heat to place the steam-radiators immediately under the windows, the excess of heat from the radiators being nearly balanced by the excess of cold from the windows. The cold air should not be allowed to get near the floor, but should be deflected upward as it enters, which is done by a curved sill, and the warmed air rising from the radiator mingles with the inflowing cold air, which is thus thrown to the ceiling and falls in imperceptible currents. It is very desirable, however, in small, crowded class-rooms to have a still more evenly diffused heat. This can be efectually secured by moderately warming the whole wainscoting on the colder sides of the room. This may be accomplished by making the wainscoting of iron, slate, or of plaster upon iron lath, with the steam-pipes behind it. The warming of the floors can be secured by cross-furring on top of the beams and allowing the hottest air (and that is generally the foulest air when warming by direct radiation) from the rooms below to pass underneath the floor to the ventilating-flues. Additional heat may be secured by running one or more steam-pipes through this air-channel. The means for exhausting the foul air consist of two large air-shafts centrally located, into which the various foul-air-ducts lead. The temperature of this shaft must be constantly above that of the external atmosphere, which may be secured by the smoke-pipe of the heat¬ ing-apparatus or by coils of steam-pipes or a stove. Nature’s great means of purifying the air and supplying it fresh to all living things is agitation. The gentle agitation of the air in the school-room is of the first impor¬ tance. This is very naturally and beautifully accomplished by having the floors warmed to 80° F. or 90° F. and the air above only 50° F. or 60° F. This would set the whole air of the room in motion, like water in a pot over the fire. With this constant agita¬ tion of the air and the diffused warmth, partially from radiation and partially from moderately-warmed air-currents, it is quite possible to maintain a uniform tempera¬ ture of the whole room and to preserve a pure, vigorous atmosphere in a room con¬ stantly crowded with human beings, and that, too, without producing the cold, unpleasant draught, so bitterly complained of in crude and imperfect attempts at ventilation. The annual report of the State-board of health of Massachusetts contains a paper on “School-hygiene,” by Frederick Winsor, M. D., in which the following'" testimony is presented concerning the ventilation of schools in Massachusetts : Defective ventilation is very generally and very emphatically complained of, and such expressions as follow are common : “ We have no tolerable system of ventilation.” “ School- ventilation is thus far a failure.” “ The air in our school-houses is simply execrable.” “ The stench of a primary school has become proverbial.” One of the school-houses presented in the report of the State-board of education for 187.3 as a model, large and expensive, on the warming and ventilating of which “ much thought and E— IX cxxx REPORT OF THE COMMISSIONER OF EDUCATION. care have been bestowed,” was visited in December, 1873, and this is the report : “ I visited several of tbe rooms and found the air offensive in all to the smell, the odor being such as one would imagine old boots, dirty clothes, and perspiration would make if boiled down together. The master says he knows of no school-house where good ventilation is secured. _ Our superintendent of schools says the same. In the new model school- house the hot air enters at two registers in the floor on one side, and makes (or is supposed to make) its exit by a ventilator at the floor on the other side of the room. The master said the air was supposed to have some degree of intelligence amd to know that the ventilator was its proper exit.” The difficulties to be overcome in ventilating school-rooms are very great, but not too great to be conquered by intelligence and money, both of which are at our disposal, but neither of which is willingly applied to the problem of ventilation by building- committees, with whom, rather than with architects, the responsibility seems to lie. * * * * The trouble is that every tolerable system of ventilation is expen¬ sive and those having the matter in charge cannot bring themselves to lay out much money on that which will make no show whatever. Nevertheless it is the fact that in our climate for seven months in every year fresh air cannot be had within doors with¬ out paying money for it. Not only does it presuppose a somewhat expensive arrange¬ ment of ducts and flues, but it requires for the efficient working of these more fuel than we like to pay for. Three things must be done : first, supply fresh air ; secondly, warm it before bringing it into the room ; thirdly, get rid of it after it has been breathed once. In rooms heated by stoves or by steam-pipes in the room, the flrst and second demands cannot be met except by transforming them into portable furnaces. To meet the third requires both larger, more numerous, and differently-placed openings and ducts than are to be found in one school-house in a hundred, and in addition to these a shaft or flue of ample size and well heated. And these all cost money. But then pure air is a necessity to health. No State or town can afford to allow its school-children to be slowly x)oisoned by breathing foul air. If we are wise we shall be less lavish of expenditure on showy exteriors and lofty halls and more ready to spend on thorough ventilation. In every school-house which cost $20,000 enough might have been saved, by making the ceilings two feet lower, to pay the cost of supplying the building with pure air, while at the same time the labor of going up stairs would be sensibly less. * * ^ * As to the practice of ventilating in winter by opening windows, we say, in the words of ' Dr. Angus Smith, “ though foul air is a slow poison, we must not forget that a blast of cold air may slay like a sivord.” In the- thirty-sixth rei)ort of the State-board of education is a report by a special agent of the board, who investigated the condition of schools and school-buildings in the four western counties. He visited 368 schools in 73 towns, and reports that “ the larger number of the schools are kept in houses either badly located, incommodious, poorly furnished, inadequately lighted, or without proper means of ventilation. * * * School-houses are often made too large, (i. e., made to include too many scholars.) They are often made too high : two stories are better than three; one story better than two. The rooms are often too high in the walls, a fault which makes them hard to heat and necessitates long flights of stairs, to ascend and descend which many times a day is not only laborious but mischievous to all the older girls and to every feeble child, while the height is not required for ventilation. * * * ^ Every city should have a sanitary inspector and instructor of schools, who should be a physician. Every town-board of health should have among its number a physician, whose duty it should be to pay a monthly visit to every scholar in town and make a monthly sanitary rei3ort to his board and a yearly report to his board and to the State-board of health. * * Thus, upon the local boards of health and upon the towns, something definite and permanently open to reference in relation to school-hygiene would be brought to bear. Public attention would be drawn to whatever mistakes and evils of this order might be shown to exist, and, when this great point can be gained, the evils will cer¬ tainly be abated.” The report of the State-board of health of Michigan contains the following remarks concerning the “ hygiene of school-buildings In these days, when the very foundations of our republican Government are claimed to rest npon our school-system, which includes much of the mental training of. those who are soon to bo “ the people ” of the State, and when it is considered how much time the young spend in school-buildings ; that during the school-ages the physical system is also being formed for life, and that upon this physical structure the intellect is dependent for its force and endurance, one may then, to some extent, realize the very great importance of any and all questions which relate to the conditions which prevail in our schools and which thus control the immediate future of the race. From the report of R. C. Kedzie, M. D., chairman of the committee on buildings, the following extracts are taken : By securing the best possible conditions for the- -health of the young, we most effect- VENTILATION OF SCHOOL-HOUSES. CXXXI ' nally secure the well-heiug of the State ; and any cause which saps the vigor of child¬ hood is a blow at the common weal. The public school is almost the only place where the law may directly interpose to secure for the peoide the conditions of health. By law we have made attendance on school compulsory ; by the potent law of an en¬ lightened public opinion we should also make compulsojy the conditions necessary for vigorous health during their attendance at school. By placing them, during the most formative period of their existence, in school-buildings which combine all the best conditions of physical existence, as well as intellectual development, we do much to mold the character and modify the home-life of coming generations. Every consid¬ eration, therefore, demands that we give most earnest heed to the conditions which influence the health of the children, the men and women of the immediate future of our State. In examining the school-houses of our State, the first prominent fault in construction observed was that the rooms are too small for the number of scholars. The lowest esti¬ mate would require 300 cubic feet of space and 25 feet of floor-space for each scholar. Thus a room, 30 by 30 feet and 12 feet high, might contain thirty-five scholars and the teacher ; but this is a minimum space, even for small scholars, andean be safely used only in connection with good ventilation. Some persons seem to think that small scholars require but small breathing-space, but this is a grave mistake. Mr. Simon says, “ Even healthy children, in proportion to their respective bodily weights, are twice as powerful as adults in deteriorating the air which they breathe. I think it best that children and adults should be deemed to require equal allowances of air and ventilation.” The rapidity of the processes of waste and repair in childhood forbid the use of less space. Yet, when we measure the size of school-rooms and count the num¬ ber of scholars, we see that the space for each scholar is much below this estimate. * * * The economy which hazards the health and life of the pupil to save the ex¬ pense of additional buildings is an economy which borders on recklessness or crime. The evil of this system is especially manifest in the stinting of floor-space. The seats are placed as close as the scholars can conveniently sit and the space for the alleys is as small as will allow the scholars to pass single file. For the health of the scholar, the floor-sx^ace is almost as imjjortant as the cubic space in the room. School-houses three and four stories in height are utterly condemned, on account of the amount of stair-climbing which they necessitate and the influence of such stair¬ climbing on the health of female pupils, both during their school-days and in after life. Shall a city aim to have a few large schools or many small ones ? It seems to me that too little thought has been given to the influence of large schools on the health of scholars ; that the sanitary condition of a child in a school of 1,000 or 1,500 scholars is very ditferent from that of a child in a school of 100 or 200. * * * Adequate ventilation and satisfactory heating can be more easily secured in buildings of moderate size than in very large buildings. The same can be said in regard to the sewerage and insolation, or the needed exposure to sunlight. A large number of me¬ dium-sized schools would be considered far preferable to a small number of colossal schools. Could not the sanitary conditions be better observed in these smaller schools ? * ^ * I am aware how pleasing is the sight of a vast crowd of scholars and how beautiful is the sight of a sea of eager, upturned little faces ; but is there not danger of sacrificing their well-being to our love of spectacular show ? The proper warming of a school-building is a matter of great importance. The mass of the scholars are young, and it is well known that the young of all animals, espe¬ cially when not taking active exercise, require a higher temperature than adults. Much of the difficulty in warming school-rooms arises from defective ventilation, as it is al¬ most impossible to properly warm the air of a room which is not ventilated. In every room heated by artificial means, a lake of cold air tends to form on the floor ; and, if this is left undisturbed by ventilating currents, the result in a hygienic point of view is very undesirable. * * In examining the school-rooms in this State I found, as a general rule, that where the rooms were not ventilated at the floor-level, and when this lake of cold air was not drained off, the difference between the tempera¬ ture at the floor and the desk — that is, the difference in temperature at the feet and the chest of the scholar — was seldom less than G to 8 degrees, and often much in excess of these figures ; in one instance 19 degrees and in another 21 degrees. ^ * The warming of a room is so intimately a,ssociated with its ventilation that it is impossible to properly warm a room in cold weather without also ventilating it. * * * The plan of warming the floor and walls (Mr. Leeds’s plan) strikes me as excellent in theory, and I should be very glad to see it practically tested. * * * If Mr. Leeds’s plan shall effectually replace the present faulty system, and especially the no system now in use, the . world will have taken an important step in a very desirable direction. * * * * Radiation from steam-coils placed in the room is probably the worst method of heating, because it does not provide for any renewal of air, and hence ventilation is CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. practically impossible as steam-coils are ordinarily used. But when steam-coils are placed in a furnace-chamber and the air is heated by flowing over these coils before it enters the room, the method becomes a very good one. * * * furnace, if rightly constructed and rightly used, is a very good means of heating a school-build¬ ing, because it assists in ventilation. Nearly all the furnaces I have examined are very objectionable, because they are too small and have too little radiating surface to heat the necessary amount of air unless they are exces.sively heated. It is simply im¬ possible that air heated by passing over such red-hot surface should be healthful. * ^ * The object aimed at should be to introduce a large volume of air moderately heated, and not a small quantity of air excessively heated. To this end the furnaces should be of large size, with a large amount of heating-surface kept moderately heated, and the access of pure air to the furnace and its passage thence to the school¬ room should be abundant. * * * air of our school-rooms is almost uniformly too dry. * * * The influence of excessively dry air on the naturally moist mucous surfaces is injurious : the nostrils become dry and irritable and a tendency to catarrh is established. The influence of too dry air on the eye is also injurious, from the unnatural drying of the normal secretions for moistening the eye. Rev. Daniel Leach, superintendent of schools in Providence, R. L, writes : “ I wasre- joiced to hear that the Michigan State Medical Society had taken up the subject of ventilating and warming school-houses. There is no subject connected with the cause of education so important and none that has been so neglected. I have given atten¬ tion to the subject for more than twenty years, and I firmly believe, from careful ob¬ servation, that very many cases of consumption, heart-disease, and kindred diseases have had their origin in the foul air that is l3reathed in school-rooms and other crowded places.” * # j might fill pages with quotations from medical authorities to show how intimate is the relation between tubercular diseases and foul air. But these diseases of degraded tissues are only one class in a score of diseases caused by breathing foul air. The limit of impurity in air as affected by respiration should not exceed the presence of 8 x)arts of carbonic acid in 10,000 of air. Many place the limit lower than 8 parts ; it certainly should never be higher. Persons may, and do, live in an atmosphere less pure, but it is at the expense of present and future vitality. Sickness must be viewed, not solely as involving the suffering and danger of the patient, but also as a loss to the State. This consideration bears with especial force upon the sanitary condition of the young, because they are peculiarly liable to the action of depressing causes. The State is rich and strong in its healthy men and women and is impoverished by its weak and sickly ones. In laying our hands upon the sanitary condition of our public schools, we touch the very fountains of the pros¬ perity of the Commonwealth. To preserve the air of a room in such state of purity that the carbonic acid shall never exceed 8 parts in 10,000 of air, 2,000 cubic feet of air must be admitted every hour for each person in the room. In a room oO by 30 by 12, and containing 36 per¬ sons, 72,000 cubic feet of air an hour must be introduced, and the entire air of the room changed six times an hour. If we allow ten square inches of sectional area in venti¬ lating shaft for each person, this number of scholars would require a ventilating shaft 19 by 19 inches ; the air must move through it at the rate of 5^ miles an hour ; if the shaft is 20 feet long it will require a permanent elevation of temperature 15° above outside air. * * * l consider it very desirable to ventilate from the floor-level ; not because the air is fouler at that level than at the ceiling, but because, being equally foul, it is colder than air near the ceiling, and therefore less fitted for the comfort and health of the occupants of the room, and also because the strong tendency to accumu¬ late a lake of cold air at the floor can usually be obviated in no other way. It is not a matter of indifference whence the air is withdrawn at the floor-level. It should be withdrawn at many points in the body of the room, by openings into foul-air-ducts beneath the floor. The experiment performed in a school in Kalama.zoo, of gathering the air for analysis during recess, while the scholars stood around me in a dense throng to witness the operation, this air, containing a large excess of carbonic acid, shows the necessity of withdrawing the air from those portions of the room where the scholars most congregate. If the spaces between the floor-joists are all made foul-air- ducts, it would be a matter of very small expense to ventilate from as many points in the room as we desire. * * * In my opinion, no ventilation is good which requires the opening of doors and windows at any time. Window-ventilation is better than no ventilation, but it is not good ventilation. * * * Ventilation should, as far as possible, be automatic, and should be beyond the control of every one except the Iverson who has it in charge. This self-acting ventilation may best be secured by com¬ bining the ventilating-system with the the warming-apparatus, so that the active con¬ dition of the warming-apparatus shall necessitate an active ventilation. * * ^ The air-ducts should be abundant, but should be kept out of sight. The most natural and economical position for the foul-air-ducts is the space beneath the floor be¬ tween the joists: These can all be connected with the ventilating-shaft by having WOMEN AS SCHOOL-OFFICERS. CXXXIII tilt joists all lead toward the shaft and the spaces all connected with the shaft. * * The ventilating-shaft should he well constructed, so as to be air-tight, if possible. As ordinarily constructed they are very porous, so that a large portion of thn air discharged at their top is not derived from the rooms to be ventilated, so that a brisk current may be found issuing from the top of the shaft, while no no corresponding current enters at the bottom. * ^ shaft should be placed entirely within the building — in its center, if practicable. * * * To estimate the size of the shaft I have taken the estimate adopted for ventilation in the barracks of the British army, viz, ten square inches of sectional space in the shaft for each person. In the center of the shaft I would place the pipe to convey away the smoke from the furnace, and thus utilize the waste heat to warm the shaft. In order that each room may receive its own share of ventilation and to prevent the foul air of one room from being driven into another room when high winds prevail, I would divide the shaft-space outside the smoke-pipe into two or four shafts, by having sheet- iron plates passing from the whole length of the smoke-pipe radially, till they strike the sides of the shaft. * * * Each one of these shafts may be devoted to ventilat¬ ing one room or floor. * * * The inlet-ducts to admit fresh air, whether hot or cold, should have the same sectional area as the educt-pipes for foul air, viz, ten square inches for each person. The practice is altogether too common of making the registers for admitting warm air much smaller thau this and of admitting the air at a very high temperature, i. e., a small amount of very hot air instead of a large amount of warm air. * * * ^ proper temperature as the first condition of mental activity and the removal of carbonic acid, which “ lowers the vitality and kills with indefinite warning,” are essential conditions for the development of the nation. We have abol¬ ished the choking of our worst criminals by the hangman’s rope, let us abolish the strangling of the innocent children by viewless ropes of poisoned air. WOMEN AS SCHOOL-OFFICERS. The difficulty experienced in finding fully-educated men for the various departments of school-work has for some years past led to an engagement of women in this work. In the Northern States, Indiana and Missouri alone excepted, the number of female teachers greatly exceeds that of males. The ability and intelligence which many of these display, combined with a delicate tact in management, have induced in several quarters the idea ©f employing women in the higher offices of government : for exam¬ ple, as school-visitors, members of school-committees, and county-sujDerintendents. The New Hampshire legislature, by an act in 1872, authorized the election of them to the prudential committees of districts or school-committees of cities or towns within the State. The State-reports of both Connecticut and Rhode Island for 1873 decidedly advocate the employment of them as school-visitors on the ground of their special fit¬ ness for the office, as well as on the ground that cultivated women are more frequently available for the performance of such duty than equally cultivated men. The people of Massachusetts, under the same impression, have lately employed women in their school-committees. Lynn and Concord both have ladies so engaged. In the latter place a daughter of Ralph Waldo Emerson has been for several years on the committee, and is said to have done valuable service. In Brookline the school-committee itself has con¬ stituted an advisory board of ladies, by whom much of the work of the committee has been done. At the last election of school-officers in Massachusetts four ladies were chosen members of the school-committee of Boston and several others in tlie western portion of the State ; and the Springfield Republican, generally well informed on such points, expresses the decided judgment that many more will be elected in another year. When such movements occur in conservative New England, they may naturally be looked for also in the flexible and sometimes impulsive West. Accordingly the twenty-eighth general assembly of Illinois declared by law that any woman, married or single, might be elected to school-office, if over 21 years of age and possessed of the qualifications prescribed for men. Under this law 34 ladies in thirty counties ran for the office of county-superintendent in 1873, and of these 11 were elected. In Iowa, under a similar provision, 9 ladies came upon the superintendent-list and in Kansas 3. In Michigan the recently-revised State-constitution provides for the admission of CXXXIV KEPOET OF THE COMMISSIONER OF EDUCATION. ■women to any school-office and in the constitutional convention of Ohio the majority of the committee on education have reported a kindred provision for adoption. Penn¬ sylvania has moved in the same direction, her just-adopted constitution making ■women eligible to any office of control or management under the school-laws of the State. As officers of colleges, also, women are beginning to appear. The new Boston univer¬ sity, as elsewhere noted, has opened its chairs to them, and two ladies already act as instructors in the school of medicine. Vassar, besides a lady principal, has numerous ladies on its staff of instruction, one of whom is eminent in the scientific world. St > Lawrence University presents one on its faculty-list in the chair of French and as i assistant instructor in Latin. Antioch College has a lady j^rofessor of mathematics ; 1 the Ladies’ College at Evanston, Ill., like Vassar, a lady principal ; and the University | of Missouri four ladies as instructors in languages and mathematics, one of whom, | recently returned from Europe, is said to have been appointed professor of French and I German. ] It is, perhaps, too early yet for the expression of decided judgments as to the expe. | diency or inexpediency of this elevation of women to school-offices. Experience only can | fully decide such points. The fact that they are coming to be so employed is presented as an interesting phase of existing educational experiments, and the hope may be indulged j that their quick x)erceptions and instructive tact will enable them to justify their election ^ to offices of higher power and influence. In Dayton, Ohio, where they have been em- ^ ployed during the past year as principals of public schools, the city-superintendent says j that the results have “ more than justified the change. Instead of the insubordi- j nation and disorder predicted, there has been improved order. Details of school-man. j agement have been attended to with scrupulous care. Subordinate teachers have j yielded the respect due to the position of the lady princix^als, and notwithstanding the | fact that these princix)als have for the first time taught the subjects of the highest : grade, attending also to the general order of the building, the teaching has been as j thorough as in former years.” A kindred testimony comes from Cleveland. If it be given elsewhere, an increase of women as school-officers is sure. , j THE EDUCATION OF WOMEN. ' Educators, like all other workers in the field of modern civilization, must make use of facts for their guidance. Mere speculative theories have been too much followed heretofore in all subjects connected with education, and in none more than in that having reference to the position of woman as scholar, teacher, and worker. A gross conservatism on one side has naturally given rise to immoderate theory on the other. It is only by a philosophical study of accumulated facts and human experience that society can arrive at any judicious modification of woman’s education and occupation or correct what is false in any of the numerous theories and plans proposed for her benefit. Should the fact of sex make any difference in the relation of individuals to education either as trainer or trained ? In the education of the young has one sex any work to do which the other sex cannot equally well perform, and are the children in our schools trained actually so different, on account of the difference of sex, as to render modifications in their respective trainings necessary? Are the essential duties of life different for each sex ; and, if so, what correspondences and differences must be made in their respective physical and moral training ? These questions at the very threshold of this inquiry point to vast fields of thought. Nothing can be more useful for the progress of human society than their judicious discussion ; nothing more harmful than vague declamation and passionate rhapsofly. Every community after learning the general facts must take into consideration its own special circumstances. Of these the pre¬ ponderance in number of one sex over another is the most powerful in effect. The following statistics respecting the populations of certain European countries show in. stances where the females are in e xcess : THE EDUCATION OF WOMEN. CXXXV Summary of i^opulations in countries in which ivomen are in excess of the men. ro Population. S -S 'S c "Ti 2 2 03 o 43 Name of state or nation. P o o o rt o Total. Male. Female. Excess of female over male. Excess of fe over ma’ every 1,( tlie popul 1871 26, 215, 517 12, 726, 789 13, 488, 728 761, 939 29 1871 5, 402, 759 2, 634, 123 2, 768, 636 134, 513 24 ^ T^t'i 4* q 'I o T H fl 1871 31, 618, 276 15, 360, 912 16, 257, 364 896, 452 28 VTrtJaiu Jji Itdli-i cliivi .«••••••• 1871 24, 693, 066 12, 174, 774 12, 518, 292 343, 518 13 1871 4, 204, 177 2, 034, 396 2, 169, 781 135, 385 32 A similar excess of the female population as existing in certain parts of our own country is exliibited in tli© following table : Summary of populations of States in ivhich tvomen arc in excess of the men. Population. P O © O k O ro V Name of State or Territory. Year of census. Total. Male. 1 Female. Excess of female over male. Excess of female males in every of tbe populatii 1870 996, 992 488, 738 508, 254 19, 516 19 1870 537, 454 265, 270 272, 184 6, 914 12 1870 1, 184, 109 578, 955 605, 154 26, 199 22 1870 726, 915 362, 165 364, 750 2, 585 3 1870 626, 915 313, 103 313, 812 709 1 1870 780, 894 384, 984 395, 910 10, 926 13 1870 1, 457, 351 703, 779 753, 572 49, 793 34 1870 827, 922 413, 421 414, 501 1,080 1 "KTciTrr i-X O TYl Tl cll 1 Tf> . 1870 318, 300 155, 640 162, 660 7, 020 22 iN 6\V XLdlllJJoiJLXlC- 1870 906, 096 449, 672 456, 424 6, 752 7 1870 4, 382, 759 2, 163, 229 2, 219, 530 56, 301 12 1870 1, 071, 361 518, 704 552, 657 33, 953 31 1870 3, 521, 951 1, 758, 499 1, 763, 452 4, ,953 1 1870 217, 353 104, 756 112, 597 7, 841 36 1870 705, 606 343, 902 361, 704 17, 802 25 1870 1, 258, 520 623, 347 635, 173 11, 826 9 1870 1, 225, 163 597, 058 628, 105 31, 047 25 District of Columbia . 1870 131, 700 62, 192 69, 508 7, 316 55 On the other hand the other States and Territories of our Union present an excess of males over females as shown in the following table. It will be observed that our country as a whole has conditions of population directly opposite ^ Great Britain, Sweden and Prussia, there being 19,493,565 males and 19,064,806 females or an excess of 428,759 males ; in other words, an excess of 11 males in every 1.000 of the population. CXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Summary of populations of the States and Territories in which men are in excess of ivomen. Name of State or Territory. Tear of census. Population. Excess of males over females in every 1,000 of the population. Total. Male. Female. Excess of male over female. Arkansas . 1870 484, 471 248, 261 236, 210 12, 051 24 California . 1870 560, 247 349, 479 210, 768 38, 711 69 Delaware . 1870 125, 015 62, 628 62, 387 241 1 Florida . . . 1870 J87, 748 94, 548 93, 200 1,348 7 Illinois . 1870 2, 539, 891 1, 316, 537 1, 223, 354 93, 183 36 Indiana . 1870 1,660, 637 857, 994 822, 643 35, 351 21 Iowa . 1870 1, 194, 020 625, 917 568, 103 57, 814 48 Kansas . 1870 364, 399 202, 224 162, 175 40, 049 109 Kentucky . 1870 1, 321, 011 665, 675 655, 336 10,339 7 Michigan . 1870 1, 184, 059 617, 745 566, 314 51, 431 43 Minnesota . . . 1870 439, 706 235, 299 204, 407 30, 892 70 Missouri . . . 1870 1, 721, 295 896, 347 824, 943 71, 399 41 Nebraska . 1870 122, 993 70, 425 52, 568 17, 857 145 Nevada . 1870 42, 491 32, 379 10, 112 12, 267 288 Ohio . 1870 2, 665, 260 1, 337, 550 1, 327, 710 9, 840 3 Oregon . 1870 90, 923 53, 131 37, 792 15, 339 163 Texas . . - . 1870 818, 579 423, 557 395, 022 28, 535 34 Vermont . 1870 330, 551 165, 721 164, 830 891 2 West Virginia . 1870 442, 014 222, 843 219, 171 3, 672 8 TVisconsin . . . 1870 1, 054, 670 544, 886 509, 784 35, 102 33 Arizona . 1870 9, 658 6, 887 2, 771 4,116 426 Colorado . . . 1870 39,864 24, 820 15, 044 9,776 245 Dakota . 1870 14,181 8, 878 5, 303 3, 575 252 Idaho . . . 1870 14, 999 12, 184 2, 815 9,369 624 Montana . 1870 20, 595 16, 771 3, 824 12, 947 623 New Mexico . 1870 91, 874 47, 135 44, 739 2, 396 26 Utah . 1870 86, 786 44, 121 42, 665 1,456 16 "Washington . 1870 23, 955 14, 990 8, 965 6, 025 251 Wyoming . 1870 9, 118 7, 219 1,899 5, 320 583 The recent establishment of our political communities, the manner of their settle¬ ment, and other causes have loroduced this latter condition ; and these causes have modified the education, the labor, and the position of woman in a corresponding de¬ gree. These conditions in every community act in some degree on other communities. Other elements of great importance are the physical conditions under which the races inhabiting our country live. So powerful are these that, two hundred and fifty years after the first white settlements on our Atlantic coast, our climate, our food, our habitations, our customs, and our physique are markedly different from those of any one country in Europe. Our political theories and institutions have helped to intensify the conditions out of which they arose. These conditions of life — social, political, and X)hysical — have acted with double intensity in modifying the physical and mental con¬ ditions of the American woman. These modifications are too self-evident in some re¬ spects to need recapitulation here. But the deterioration in the health of Caucasian women is so alarming in its extent and in its consequences, present and potential, that I feel it necessary to record some important facts respecting it. THE EDUCATION OF WOMEN. CXXXVII The Circular of Information of this Bureau for March, 1872, contained an article on the vital statistics of the country, by J. M. Toner, M. D., from which the following ex¬ tracts are made : With a desire to view this question of birth-rate from a standpoint that would be sufficiently comprehensive and yet free from even the appearance of preconceived no¬ tions or sectional partiality, I have made something of a study of what the records of the United States census teach upon the subject of population, in its enumeration by ages ; also of births, deaths, &c. From this source I find undoubted evidence of a gradual decline in the proportion of children under 15 to the number of women be¬ tween 15 and 50 years of age in our country. * * # * Summary showing the number of ivhite children of both sexes under the age of I'd to 1,000 females {white) between the ages of 15 and 50 years in the United States. [Compiled from the several census-reports.] States. Census of 1800.* Census of 1810.* Census of 1820.* Census of 1830. Census of 1840. Census of 1850. Census of 1860. 3, 111 3,063 2, 591 2,648 2, 508 2, 620 2, 071 2, 321 1, 515 1, 194 1, 642 2, 137 2, 103 2, 035 2, 089 2,251 1,973 2, 192 1,493 1,170 1, 600 2, 034 1, 932 1, 822 1,904 1,988 1, 859 1,906 1,655 1,422 1, 520 1, 123 1,630 1, 902 2, 031 1, 913 Arkansas . California . Connecticut . 2, 283 2, 336 2, 203 2, 486 2, 001 2, 384 1,445 1,779 2, 247 2. 335 2, 580 2, 549 1,334 1, 660 2, 080 2, 365 2, 280 2, 329 2, 216 Delaware . . . Dlorida . Georgia . 3, 021 3, 001 3, 097 3, 228 2, 861 3, 147 3, 099 Illinois . Indiana . . . . 3, 099 Iowa . Xansas . . . Kentucky . 3, 273 3, 219 3, 307 2, 729 2, 374 2,134 3, 126 2, 994 2, 666 2, 442 2, 227 1, 964 2, 665 2, 279 2, 128 1,827 1,642 1,368 2,253 2, 201 1,916 1,767 1, 585 1, 258 1,971 2, 003 1,648 1, 495 1,574 1, 143 1, 838 1, 867 2, 237 2,061 Louisiana . Maine . 2, 825 2, 376 2, 226 Maryland . . Massachusetts . Mi chi van . . . . Minnesota . . Mississippi . 3, 507 2, 896 3, 286 3,148 3, 069 2, 533 2, 637 2, 468 2, 224 Missouri . Nebraska . Xevada . Xew Hamx)shire . 2, 519 2, 683 2, 677 2, 751 3, 485 2, 369 2,599 2, 728 2, 696 3, 194 2,146 2, 413 2, 451 2, 04S 3, 012 1,541 1,832 1,837 2, 001 2, 275 1,419 1, 698 1,580 1,959 2, 044 1, 201 1,539 1,364 1,770 1,872 2, 465 1, 667 1,155 1,442 1,327 1, 723 1,702 2, 503 1,612 1, 133 1, 708 1,892 2, 187 1,386 1, 775 Kew Jersey . Xew York . Xorth Carolina . Ohio . Oregon . Pennsylvania . 2, 793 2, 230 2, 998 3, 339 2, 763 2, 021 2, 805 3, 195 2, 542 1,995 2, 680 3, 147 1,898 1, 441 2,042 2, 428 1, 790 1,283 1, 993 2, 336 Ehode Island . 1,175 1, 824 2, 022 2,179 1,452 1, 807 South Carolina . Tennessee . Texas . Vermont . 2, 907 2, 629 2. 629 2, 334 2, 249 2, 482 1, 693 1, 937 1,611 1,889 Virginia . "West Virginia . Wisconsin . 1, 888 1,629 1, 917 _* The ages in the census of 1800, 1810, and 1820 are for children under 16 and women between 16 and 45. This gives one year more to the children and six years less to the women than in the following decades and accoimts for the greatness of the decline between 1820 and 1830. Physiologists and others capable of understanding the meaning of the above table will hardly need further proof, but the personal evidence of an accomjilished and acutely-observing woman, who has made the health of her sex of this country a sub¬ ject of special inquiry, may serve a good purpose. The following testimony was pub¬ lished by Miss Catharine E. Beecher in her “ Letters to the people on health and hap- ifiness,’^ and republished substantially in her recent work on Woman Suffrage and Woman’s Profession : I am not able to recall, in my immense circle of friends and acquaintances all over the Union, so many as ten married ladies born in this century and country who are perfectly sound, healthy, and vigorous. Not that I believe there are not more than this among the friends with whom I have associated ; but among all whom I can bring to mind of whose health I have any accurate knowledge, I cannot find this number of entirely sound and healthy women. CXXXVIII REPOET OF THE COMMISSIONER OF EDUCATION. In confirmation of her own testimony Miss Beeclier presents the statistics of 260 cases from 26 towns. Only 38 of these are reported to be in a satisfactory state of health. In 450 cases from 45 other towns, respecting the correctness of which she is not so well satisfied, 106 are satisfactorily healthy ; while 72 out of 150 cases from 15 towns, respecting which the information is still less certain, are reported as well. Miss Beecher claims that the stricter she made the scrutiny of individual cases, the less fre¬ quent did she find perfect or even tolerable health. The duty of educators under these circumstances is quite evident. They must ap¬ preciate these evils, and must, by every means in their power, attempt to overcome them. The clergyman, the physician, the journalist, and the teacher should unite in the work of correcting them. Whatever teachers and school-officials can do by proper ventilation, heating, and lighting of school-rooms ; the use of school-furniture of the most studied fitness ; the proper arrangement of study-hours — sufficient intervals for recreation — should be done as the first duty of their work. No accomplishments and no knowledge can compensate either the pupil, her family, or the State for the loss of health. If she is taught how to live healthily, she has learned something on which her future happiness and usefulness, and nearly all her future powers of acquiring other knowledge, depend. When the education of our girls takes into proper account this important element in their training, all the considerations — physical, social, moral, and political — to which I have alluded should be remembered in determining the method, quantity, and char¬ acter of the instruction to be given. We have boasted that in our country women are more free, and yet more reverenced — better schooled, but not less womanly ; but how much common sense and real wisdom has been applied to the spirit and manner of their training for the duties of their life ? Have the parents and the educators of the country taken peculiar pains to guard their health against the peculiar vicissitudes of our climate ? Are the customary diet and dress of American girls such as a wise physiology would prescribe for them? Are the subjects of instruction on which most pains are taken and most money exjpended the subjects a knowledge of which will render them most useful to the communities in which they live, the society in which they move, and the families of which they are to be the head ? Great Britain and Ireland have 514 women and girls and 486 men and boys in every 1,000 of their population. We have 505 men and boys and 495 women and girls in every 1,000 of our population. Is it not evident that with us the demand for women healthy in body, happy in disposition, trained for the duties of womanhood, and competent to perform them, are, to use a com¬ mercial phrase, at a premium ? Does the education we give our girls endeavor to make them more strong to withstand our climate and better trained for the performance of those domestic duties to which custom and their own natures invite them ? From this standjDoint let educators test dispassionately the efforts now being made in the education of women, both in the direction of su^jerior culture and in that of indus¬ trial training. I am a firm believer in the x^ropriety and necessity of both. Whatever culture brightens the mind, widens the vision, enlarges the sympathies, increases the usefulness, or adds another grace to my countrywomen has had my hearty approval and shall receive my most earnest co-operation. But if the true object of education be to so train a human being as to preserve health, x)rex)are for usefulness, and provide for mental and moral growth, certainly care should be taken that these essentials be not lost sight of in any method adox^ted, any subject studied, or any other object sought. THE HIGHER EDUCATION OF AVOMEN IN OTHER COUNTRIES. ENGLAND. The National Union for Improving the Education of Women is spoken of by the London Times as representing one of the most valuable and characteristic move¬ ments of the time. Though it aims at improving the education of women of all classes, it is practically a movement for the better education of the middle classes and for giv¬ ing women opportunities for the highest educational training. It is a strange proof HIGHER EDUCATION, OF WOMEN IN OTHER COUNTRIES. CXXXIX of the backwardness of female-education in this country that one of the late Mr. Milks bequests, which was meant to help in this matter, should go a-begging. Mr. Mill left £3,000 to that university in the United Kingdom which should first open its doors to women. The University of London examines ladies in science and literature, but gives them no degree ; and the Oxford and Cambridge examinations include girls, though both universities exclude them. The question raised by the national union is not so much that of professional education as of general culture. One of its objects is, we understand, the creation of centers of higher training for women all over the country. Girton College, near Cambridge; Bedford College, in Bedford Square; and the Camden Collegiate Schools are, perhaps, among the best examples of what is needed.’’ Girton College has been specially selected for the higher education of women. Its professors are all senior wranglers of Cambridge University. The following extracts, taken from a reliable educational journal, will be of interest in this connection : The college for women at Cambridge, England, is now, established, Girton College — a substantial building amidst pleasant grounds — having been opened this week, and the tutorial staff, with their girl students, having come into residence and commenced the collegiate year. The college begins its career under favorable auspices, its prin¬ cipal promoters including the Bishops of Carlisle, St. Davids, and Peterborough, the Dean of Chichester, Lord Lyttleton, several ladies of high rank. Sir James Paget, Sir J. Pakington, M. P., with Professors Adams, Humphrey, Liveing, and Seely. The movement which has culminated in the opening of Girton College originated some four years ago, when a temporary college was opened in a hired house, where instruc¬ tion has been given in the following subjects: Divinity, classics, German, mathematics, chemistry, physiology, geology, logic, political economy, mental philosophy, part-sing¬ ing, &c. During the above-mentioned period eleven students have passed informally the Cambridge previous examination, or “little go,” as it is called, nine of whom ob¬ tained a standard required for a first class. Nine students also satisfied the examiners in the additional subjects required in that examination from candidates for honors examined. The course, like that of the university, occupies about three years, half of each year being spent in the college in three terms. The college-expenses, which include board, lodging, and instruction, are £35 per term each. The first mistress of the college is Miss Emily Davies, a member of the London school-board, from which she is retiring in order to take the office of mistress of this college. — (College Couraut, November 15, 1873.) A kindred institution, the Alexandra College, Dublin, affords to Irish ladies the same facilities for higher culture which are afforded at Girton to the ladies of the sister isle. The London Daily News states that the report of the Cambridge syndicate on the education of women presents many more interesting and satisfactory features than usual. The examinations, as compared with those of 187*2, show a larger number of candidates and a higher average of work. About two hundred ladies came forward for examination, and, although the number of failures in the elementary subjects was exceptionally large, a very good average of success was attained in the higher branches, some of which lie rather beyond the reach of what has hitherto been considered a sound female education. In mathematics, which last year produced no successful can¬ didates, all have this year been successful. There was but “ little Latin and less Greek” among the young ladies, but their French, German, and English obtained excellent re¬ ports. The examiners in the English history and composition of the young ladies say that along with a certain amount of proficiency there is exhibited a tendency to rest satisfied with very incomplete information and very loose modes of expression. The examiners have not taken the trouble to record any of the curiosities of the examina¬ tion, but they speak of “ very prevalent inaccuracy,” of flippancy, and even of slang. On the other hand, it is distinctly stated that the best essays were better than those of male students writing on the same subject in similar circumstances and that the worst faults of the women were eclipsed by the worst faults of the men. — (College Courant, December 6, 1873.) SPECIAL IXSTRUCTION FOR FEMALES. INDUSTRIAL TRAINING IN THE BOSTON PUBLIC SCHOOLS. The Winthrop School, in Boston, begun last October an experiment of a most im¬ portant character in the industrial education of girls. A sewing-teacher was employed, who was paid the maximum salary given to other teachers and whose whole time was CXL REPORT OF THE COMMISSIONER OF EDUCATION. devoted to giving instruction in family-sewing. The results have been in the highest degree satisfactory and successful. Two hours each week are devoted to this study. Each class receives separate instruction suited to its advancement and all grades of work are carried on from simple hemming to cutting and fitting a dress. In teach¬ ing cutting, the pattern is drawn upon the blackboard and the several measurements are given. The diagrams are drawn and properly marked by the pupils, who submit them to the teacher for approval before cutting the cloth. All the work is supervised by the sewing-teacher and class-teacher, and the pupils obtain marks for progress as in other studies. WOEK-SCHOOLS OF SWITZERLAND. [From Guide and Manual for Work-Schools, by J. Kettiger, director of the Teachers’ Seminary at Wettingen, Canton of Argo via.] The female-work-schools in Switzerland, started about twenty-five or thirty years ago by private individuals in the larger villages, as sewing-schools and knitting- schools, are becoming more and more an essential part of the public system of educa¬ tion. The need of the knowledge which they impart is so universally felt and under¬ stood that the work-schools enjoy the general favor of the rural population, and very few villages or towns where they exist would think of dispensing with them. As a first condition of the usefulness and success of these work-schools, it is impera¬ tively demanded that they shall be schools, and not workshops. A workshop rests satis¬ fied with what is called mechanical training. It does not instruct, in the higher sense of the word. Its object is accomplished when the scholar becomes able to imitate skill¬ fully a certain manipulation. Imitative skill possesses a certain undeniable value ; but the clearest possible understanding of the object of the work will not only further the work itself, but will also prove a better educational element. These work-schools must not give instruction which aims merely at the acquiring of a certain degree of skill, but an instruction which enables the scholar to account for everything he does, which clearly answers the why and wherefore in every case. The chief aim of these schools is the teaching of useful work — knitting, all kinds of plain sewing, mending, (torP clothing may be taken to the school to be mended,) mak¬ ing over garments, and cutting and fitting clothing of every description. In cutting it is not sufficient that the patterns are correctly followed, but pupils are carefully instructed in the art of arranging them so as to secure the greatest economy in the use of material. These schools are graded. Thoroughness is absolutely insisted upon, and no scholar is allowed to advance beyond any grade until able to perform with a cer¬ tain degree of skill all the work of that grade. The teacher prescribes the kind of work which shaU be done, and parents are not allowed do interfere, for they would be likely to consider their own wants and comfort rather than a regular and gradual de¬ velopment of the child’s capacities, and in this way the schools would very soon degen¬ erate into mere workshops. Instruction in various branches of housekeeping is not obligatory in the work-schools, but it is introduced in many, and its introduction, whenever practicable, is considered very desirable. This knowledge is, of course, only imparted theoretically, and special care is taken that the why and wherefore are in every case properly answered. The guide for instruction of this kind, prepared by Mr. J. Kettiger, director of the Teachers’ Seminary, canton of Argovia, takes up the following subjects: Food— its sources, uses, various uses of the same article and of its different parts ; preserving food — as salting, drying, canning, making preserves, &c. ; methods of cooking different articles and of the same article under different conditions— as fresh, salted, or dried; the preparation of various dishes ; getting up simple dinners ; the digestibility and healthfulness of certain articles of food ; cleanliness, order, system, and economy — as the basis of do¬ mestic well-being, particular attention being given under the latter head to a careful calculation of how incomes of various amounts can be used so as to secure the greatest comfort for the household and the avoidance of debt. A girl thus trained knows, when she marries, just what her husband’s income will do and how to use it to the best ad¬ vantage, and the great evil of the present day, living beyond one’s means, is thus entirely avoided. An interesting history of the fern ale- work-schools in the canton of Aargau,or Argovia, has been translated and furnished by Mr. Henri Erni, United States consul at Basel, Switzerland. The original work received a diploma of honor at the Vienna Exposition. The school-law of 1835 made attendance upon work-schools obligatory throughout the canton in winter. The attendance in summer is voluntary. The schools met with considerable opposition at first, and each of the communes had to be forced by law to provide a suitable locality and capable teachers. They developed slowly, and their advantages were fully appreciated by the people only after the lapse of some years. EDUCATION OF WOMEN IN WURTEMBERG. CXLI Instruction is gratuitous, and embraces knitting, sewing, mending, eutting and fitting, common housekeeping, the principles of economy and sanitary laws. Poor scholars are provided by the communal authorities with working-material and all the needful appa¬ ratus. Assistance is granted by the state to the amount of 20 to 40 francs for each com¬ mune, according to the number of lessons given ; i. e., 200 to 400. When a school is not regularly maintained and properly conducted this aid is forfeited. These schools are under the superintendence of the school-trustees and subject to their visitation and inspection, and the school-law recommends that they shall be assisted in this duty and in the examination of teachers for the work-schools by “ able experts among the house¬ wives of the commune.’^ In 1871 a general plan for schools of this kind was published, and there is now a uniformity among the working schools of the canton which, it is hoped, will eventually reach the same degree of perfection as in the district-schools. This can only be attained by regular class-instruction. All the members of a class must do the same kind of work, and the teacher must be provided with patterns, apparatus, and directions, so that the whole class may be instructed at once. The means for instruetion, as used in many of the schools of the canton, are as follows : For teaching knitting, tables showing the position of the hands and fingers, of the arm and needles, a drawing of a pattern-stocking, a large slate on the wall divided into squares for the drawing of patterns and forms of knitting. To instruct in sewing and marking linen a frame is used. A large slate exhibts the manner of cutting dresses and another is used to draw different patterns for cutting. To teach different styles of mending, darning, &c., a slate and sewing-frame are used. To teach how to dis¬ tinguish and judge of different materials, an album containing specimens of goods is employed.’’ The teachers of work-schools are unanimous in the opinion that such apparatus is indispensable to thorough and uniform instruction. When the number of scholars exceeds thirty, two classes are to be formed. The school-law of 1865 requires that every girl after her third school-year shall attend the work-school and remain there untii she leaves the district-school. EDUCATION OF WOMEN IN WURTEMBERG. I. FEMALE INDUSTRIAL SCHOOLS. Origin and development of female industrial schools. — Industrial schools are of tolerably old date in Wiirtemberg. As early as the last decades of the eighteenth century the central school-authorities exhorted the provincial and city-anthorities to establish such schools. This was especially done in the Catholic school-regulations of 1808 and the Protestant regulations of 1810. That people even in those times understood the true character of these schools is evident, from the fact that these regulations mention their intimate connection with the primary schools. These regulations say that gradually an industrial or working school should be established in eonnection with every one of these schools. These regulations were eertainly not merely to be found on paper, though we possess no information concerning their practical working. They were truly a seed sown in hope. Absolute necessity and the motherly interest of an august princess made this seed grow into a strong and flourishing tree. The second decade of the nineteenth century was in many respects a critical period for Wiirteciberg. In 1817 the suffering reached its highest point. Led by her feelings of compassion and guided by a rare discrimination, the late Queen Catherine saw clearly that it was not sufficient to bring momentary relief by contributions of differ¬ ent kinds, but that it was necessary to stop the sources of this misery and open up new ways of earning a living. Besides many other benevolent institutions which owe their origin to the late queen and her husband, industrial schools were at their suggestion and with their assistance established in several towns, where poor children, mostly girls, but also boys, were instructed in needlework and other useful arts, thus earning a scanty living, but at any rate being removed from the evil influences of the street, idleness, beggary, &c. The Wiirtemberg Benevolent Society from among its members appointed a committee — called the committee of the poor — which was to superintend these schools. As the majority of all the industrial schools, either directly or indi¬ rectly, owe their origin to this committee, people became accustomed to consider this whole branch of popular education as belonging to the above-mentioned committee, no matter whether these schools were founded in the interest of the poor or in the general educational interest. CXLII REPORT OF THE COMMISSIONER OF EDUCATION. During the following years of prosperity these schools were kept up, but did not in¬ crease and flourish as much as might have been desired, although they continued to enjoy the royal and governmental patronage. The question began to be raised whether these schools had not better be transferred from the committee of the poor to the gen¬ eral educational authorities. The time had not yet arrived for answering this question satisfactorily, for if the educational authorities took the management of these schools and made, as was then in¬ evitable, attendance in them compulsory for all female children, it became their duty to provide competent teachers ; and this they were not able to do. This question was again raised about the year 1850, and though many prominent educators pronounced themselves in favor of compulsory attendance, the royal government, basing its views on the existing school-laws, (of 1836,) rightly judged that attendance could not be made compulsory and that the time had not yet come for making any changes in the exist¬ ing laws. Meanwhile the number of industrial schools was constantly increasing, and, up to the year 1857, such schools had been established in 1,383 towns and were attended by 64,733 children. The question of transferring these schools to the minstry of x^ublic instruction could be no longer delayed, and assumed a more definite form, negotiations being entered upon in 1853 between the ministry of the interior and the ministry of public instruc¬ tion, tending towards the definite solution of the question shall these schools be closely connected with the primary schools and be treated according to the same principles ; i. e., shall attendance be made compulsory After dragging their slow and often in¬ terrupted course through eleven long years, these negotiations were brought to an end by the ministerial decree of January 16, 1864, by which these schools were entirely transferred to the ministry of public instruction, and there, however, making attend¬ ance compulsory. The institution for industrial-school-teachers at Lndwigslurg. — (1) Ils origin and develop¬ ment. The principal problem was now solved on a basis which guaranteed a healthy de¬ velopment in the future. But there arose new duties and problems for the authorities, consisting in the systematic organization of these schools and in supjdyiug them with competent teachers. There was, in spite of all the i^raiseworthy efforts that had been made, a deplorable lack of method, and the only way to remedy this was toapxtoint com¬ petent teachers by the state-authorities, teachers who had been technically andx)edagog- ically prepared for their calling and who were pro^oerly remunerated for their services. The man who urged these considerations on the government was John Buhl, president of the Teachers’ Seminary at Ludwigsburg. After a good deal of hard work he succeeded in inducing the government to establish a six-months course for industrial-school- teachers in connection with the Teachers’ Seminary at Ludwigsburg. During the first years, these courses were not as successful as was anticipated, owing to a want of pub¬ lic confidence. Buhl himself died in 1868, but his work was continued and gradually reached a more flourishing condition, so that, up to 1871, 128 teachers had been educated at the institution, who are now in active employment in different parts of Wiirtemberg. Besides this teachers’ seminary, courses for industrial-school-teachers have been held in a number of towns, thus extending the advantages of such a preparation to those who were unable to attend the seminary. Many persons educated through these courses are now em]}loyed as teachers in industrial schools. (2) Course of instruetion, &c. Persons desiring to be admitted to the seminary must not be younger than 17 and not older than 28, and must x)ossess a degree of knowledge giving a fair promise of success. The technical instruction embraces the following subjects: Knitting, sewing, em¬ broidering, darning, mending, dress-making, working the sewing- and knitting-machine. The pedagogical or methodical portion of instruction is partly practical and partly theoretical. The students are taught the general principles of all education, and EDUCATION OF WOMEN IN WURTEMBERG. CXLIII especiOilly of industrial education, the means of maintaining discipline. There is con¬ nected with the seminary a x)i’actice-school for industrial instruction, where, under the guidance of experienced teachers, they make their first practical experiments in teaching. Besides needle-work, &c., the following subjects are taught : Drawing, (with special regard to industry,) embroidering, &c., arithmetic, (2 hours a week,) j)enmauship, (2 hours a week,) composition, (1 hour a week, embracing also letter-writing, making out of bills, &c.) Book-keeping is shortly to be introduced ,* religion, (2 hours per week,) history and geography, (2 hours per week.) Instruction in vocal music will in the future also be given, as likewise instruction in the elements of natural philosophy. At the end of every course (average length about nine months) two members of the central school- authorities and a member of the royal bureau of industry and commerce hold a practical and theoretical examination and give certificates to the successful can¬ didates, which serve as recommendations for their finding employment in one of the industrial schools of the country. The students live and board in the school, and have to live according to the regula¬ tions of the same, thus accustoming them to habits of regularity, order, and punc¬ tuality. Instruction commences at 7 a. m. in summer, at 8 a. m. in winter, and, with a break of 20 minutes, lasts till 12 m., and from 2 to 6 in the afternoon. The total expense of the institution is met by the state, the annual average sum ex¬ pended being $2,035. II. “ FORTBILDUNGSCHULEN”— ADULT-SCHOOLS. Schools for girls who have finished their studies at the elementary schools in Wiirtemherg. (Fortbildungsehulen : literally, continuation-schools.) — These schools owe their origin to a desire of further educating girls who have left school (in their fourteenth year) for prac¬ tical life, so as to enable them to keep books in their parents’ business or in that of their husbands or their own ; to make themselves useful in the telegraph-, postal, and railroad-service, or to earn a living by drawing and painting. The advantages of such an education are self-evident. By educating girls in the above-mentioned subjects, a working force is gained which can attend to business as well as men, and which, as active members of a family, do not involve any extra ex¬ pense. By also instructing them in hygiene, they become impressed with the impor¬ tance of a well-regulated mode of life and the raising of a healthy offspring, so that the family-life can only gain thereby ; but, even outside of the family-circle, it will give to women a worthier and more advantageous position, and in many cases such an educa¬ tion will ei'en be considered as a valuable marriage-portion. The beginning of such an education in Wiirtemberg was made about 20 years ago by the late Mr. Beger, in Stuttgart, who, encouraged by the royal bureau of industry and commerce, opened private courses in Stuttgart. These courses, however, were not confined to the capital, for he was soon called by the various industrial societies all over the country to hold courses in book-keeping, &c., in different cities, at which, in some places, girls and women attended. The government encouraged this instruction paying the school-fees demanded by Beger for indigent pupils, through the bureau of industry and commerce, and by exercising the inspection. The next step was the establishment of a special division for girls in the industrial ‘‘Fortbildungschule,” at Stuttgart, in 1861, the original course of instruction embracing book-keeping, German composition and business-correspondence, industrial arithmetic, and penmanship, to which were added at a later period drawing, painting, English, French, German literature, geography, and hygiene, and still more recently physics and knowledge of goods, (for housekeeping-purposes.) This division was opened January 12, 1861, with 63 i)upils, which number increased from year to year, so that in 1872 it was 177, of whom 96 were younger than 17 and 81 older ; 134 were natives of Stuttgart, 32 from other parts of Wiirtemberg, and 11 from abroad. CXLIV REPORT OF THE COMMISSIONER OP EDUCATION. Instruction is given during tlie six -winter-montlis (November to April) every week¬ day from 9 to 12 a. m. and from 2 to 7 p. m. The fee for the common course is (arithmetic, composition, book-keeping, and penmanship) $2.50, the fee for extra subjects being |1 to $1.50 each. III. NORMAL SCHOOL FOR FEMALE TEACHERS. The Wiirtemberg Normal School for Female Teachers is located at Ludwigsburg, not far from Stuttgart. It owes its origin to the indomitable energy of Mr. Buhl. It was opened in 1S59 with 9 students ; and, up to 1872, 83 students have graduated from the institution, most of whom are now successfully employed as teachers in the primary schools of Wiirtemberg. Organization and course of instruction. — The length of course is three years ; age of admission, 16 years ; conditions of admission, good moral character, bodily health, and proficiency in all the subjects taught in primary schools. The first half year is considered a time of probation, and those who at the end of this half year do not ad¬ vance as much as is deemed desirable must leave. In connection with the seminary there is a practice-school of three classes. The course of instruction embraces : Religion, German, arithmetic, geometry, history, geography, natural history, natural philosophy, penmanship, drawing, vocal music, piano, (sometimes also violin,) needle-work, xiedagogics, practical methods of instruc¬ tion. Results of ten years’ experience in the employment of female teachers, hy Rev. E. Hory, pres¬ ident of the normal school at Ludivigsburg. — It has been said that, by her whole organiza¬ tion, woman is not fit for public activity and that, whenever cases occur where women are successful, they must be said to be exceptional and to have crossed the limits which nature in her wisdom has set. At first sight this argument seems very plausible. A young woman, who, with a self-complacent air, stands before the public in the capa¬ city of teacher, is not a very jileasant object to look at. But is the school to such an extent a imblic place as to justify the above-mentioned objection ? It is natural that a woman will feel somewhat nervous in the presence of men at examinations, &c., but this may only be considered as a hint to examiners, urging them to avoid anything in their words or bearing which would tend to increase this natural feeling of shyness. Another objection is of a much more serious nature, viz, that it may be more diffi¬ cult for a female teacher to maintain the proper discipline, especially in a large school and that, even if successful, she will be so at the expense of her health and strength. It is true that, as far as our experience goes, this objection has proved unfounded. In this, as in so many other regards, much depends on the individual character of the teacher. Many a teacher finds no difficulty whatever in maintaining the proper disci¬ pline, while others do not succeed in spite of their most earnest and persevering efforts. But this does not exclude the fact that in large classes, especially where boys and girls are together, it will be a difficult and exhausting task for a lady to maintain the X)roper degree of discixiline. The proper field for female teachers is undoubtedly schools for females. THE VIENNA EXPOSITION. . In August, 1872, Hon. John Jay, American minister at Vienna, wrote as follows to Hon. Hamilton Fish, Secretary of State : His Excellency Baron Schwarz -Senborn expressed his earnest desire that the United States Government would present at the Vienna Exposition a perfect rep¬ resentation of the system of common-school-instruction adopted in the United States — a system, the result of which, he said, had been so wonderful. * * * And he prayed me to believe that an exposition of that system, illustrated by a school- house and its appurtenances, and its statistical results, would be a matter of profound interest and importance, not only to Austro-Hungary, but to the eastern peoples who adjoin this empire. * * * similar hope has since been expressed to me by the Count Andrassy and other influential gentlemen connected with this government. THE VIENNA EXPOSITION. CXLV Upon receipt of tliis letter the Acting Secretary of State wrote to me, as followvS ; This Department is anxious that the wishes of the Austrian government in this matter should he gratified, as it would, no doubt, have a very beneficial effect upo]i the general interests of education and would reflect credit and honor upon those interests as developed in this country ; and it is hoped that you will promote the object in view so far as it may be in your power to do so. Baron Schwarz-Seuborn, General Director of tlie Exposition, also personally addressed me as follows : Sir: The Hon. John Jay inforra.s me that you have kindly consented to co-operate with the Hon. General Thomas B. Van Bureu, with the view to rendering, at the Uni¬ versal Exposition of 1873 in Vienna, the rex)resentation of the American educational system as complete as possible. Allow me to tender you my best thanks for the interest you are taking in this all- important subject, the more so, as I feel confident that, with your able assistance, we shall have a most successful development of the progress and results of your commou- school-system at our great Exhibition next year. For the furtherance of this object I sought to obtain the co-operation of the various State-authorities, and with this view a circular-letter was sent to all State-superintend¬ ents and many superintendents of cities, asking them to meet in conference in the city of Washington on the 13th of November. A number of gentlemen assembled in response to this call, and resolutions were adopted calling upon all State-, county-, and city-school-officials to co-operate in this matter, and requesting officers in charge of colleges, professional schools, technical schools, libraries, museums, and reformatory and benevolent institutions to lend their assistance. It was also resolved that the Annual Rexiort of the Commissioner of Education should be forwarded as a summary of the educational statistics of the country, and that there should be forwarded, bound in uniform style, the school-laws and latest school-rexiorts from States, cities, and towns, as well as catalogues of the various educational, reformatory, and benevolent institu¬ tions and associations of the country. The following resolutions, reported by the com¬ mittee on city-school-systems,” were adopted unanimously : That the suxierintendents of cities and the larger towns be requested to make out, in such form as the United States Bureau of Education shall devise, charts showing, for each grade of their school-systems, the subjects of study by topics, the time occuxiied, the number of teachers, the number of xmpiis, the average salary of teachers, the average age of xmxiils, and a statement showing the entire income and exxienditure for school-puiqioses, the income from local taxation only, the average cost x>er scholar for tuition, and the average total cost per scholar, and of such peculiarities (excellent or otherwise) of the system as they may deem necessary for a thorough understanding of the same; that superintendents be also requested to send to the Bureau of Education samples of writing, drawing, and map-drawing from some entire class or school in each grade, each specimen to be marked with the name, age, and grade of the producer, and to conform with the requirements of the management of the Exposition ; that suxierin- tendents be also requested to send to the United States Bureau of Education a model of their best school-building and views and ground-x>lans of such others as they may deem fit, with items of information as to the cost, date, and material of construction, their size, furniture, method of ventilation, &c. ; that superintendents be requested to co¬ operate with the Bureau of Educrdlon in obtaining a full exhibit, by writing and other¬ wise, of all educational institutions and instrumentalities not coraxirehended in the Xmblic-school-system, including Kindergarten, xR'ivate schools, academies, business-col- leges, &c. ; that sux)erintendents be also urged to xirocure a coxiy of each text-book, maxi, chart, and other school-xiublicatiou, and of every article of school-furniture x>roduced in their respective cities ; that superintendents be especially recommended, in view of the official character of the United States Bureau of Education and its general utility, to furnish that Office duiilicates of the information, xilans, &c., contributed to the Exxio- sition, as the nucleus of an educational museum at Washington. General Van Bureu, United States commissioner to Vienna, was x>resent at this meeting, and stated that he had received a very large number of letters on the sub¬ ject from Baron Schwarz-Seuborn. Without an exeexitiou, every communication from him,uxion whatever subject connected with the Exxiosition, contained a clause on the educational subject, and he begged, in the strongest terms, not to omit a full rexi- resentation of American education, whatever else might be omitted. He said the little exhibition made of it at Paris, in 1867, so interested Europe that he was called uxion E— X CXLVI REPORT OF THE COMMISSIONER OF EDUCATION. by the peoxile of Austria and Hungary, from all quarters, not to fail to have a good; thorough representation of our system there.” With a view to securing the fullest possible representation of the American system of education in all those phases which admitted of such representation at Vienna, the following gentlemen were requested to assist the Commissioner of Education : A. R. Spoftbrd, esq., librarian of Congress, in the preparation of material from libraries; Dr. J. M. Toner, in the preparation of material showing the condition and progress of medi¬ cal education; Prof. Joseph Henry, secretary of the Smithsonian Institute, in the preparation of matter respecting museums and scientific associations ; Prof. Fay, acting president of the National Deaf-Mute College, Washington, D. C., and Dr. S. G. Howe, superintendent of the Perkins Institute for the Blind, Boston, Mass., in the preparation of a representation of the instruction of deaf mutes and the blind. The following committee was ajDpointed to assist the Commissioner in the selection and preparation of material for the general representation : State-superintendents, Hon. J. P. Wickersham, Pennsylvania; Hon. M. A. Newell, Maryland; Hon. T. W, Harvey, Ohio ; Hon. Newton Bateman, Illinois ; Hon. W. H. Ruffner, Virginia. City- superintendents, Hon. J. D. Philbrick, Boston, Mass. ; Hon. J. O. Wilson, Washington, D. C. ; Hon. Duane Doty, Detroit, Mich.; Hon. W. T. Harris, St. Louis, Mo.; Hon. Henry Kiddle, New York City. In accordance with the expressed wishes of the Department of State and of the General Director of the Vienna Exposition, this Bureau made such efforts to secure a representation of the school-systems of the several States, cities, and towns of the country as were possible : first, by the preparation of a circular of information, with suggestions for uniform plans and charts, which was extensively circulated ; and, secondly, by taking charge of and forwarding to the Exposition si^ecimens of school¬ books, charts, school-furniture ; models, photographs, and plans of school-buildings ; educational reports ; catalogues of libraries, and other aj^propiiate material. There were exhibited in Group XXVI of the Exposition, the group devoted to educational materials, according to the official catalogue, 285 separate entries from the United States. Forty-eight diplomas and medals were distributed to the United States for article in this group, while only 30 were given to the United States for its exhibition in all the other groups. Of the 48 awards made to the United States for Group XXVI, there were 4 grand dii)lomas of honor, 6 medals for progress, 21 medals for merit, and 18 diplomas of merit. The following list of awards to American educational exhibitors is taken from the published official list of prizes : Grand diplomas of honor. ^ — The National Bureau of Education, Washington, D. C. for distinguished services in the cause of education and for important contributions to the Exposition ; the State of Massachusetts, for valuable reports and documents and for the enterprise shown by its organized personal representation at Vienna ; the city of Boston, for its full and complete illustration of its school-system and schools ; the Smithsonian Insritution, Washington, D. C., for its efficient labors in the advancement and diffusion of knowledge. Medals for progress. — Guyot, Prof., Princeton, N. J., wall-maps ; Howe, Dr. S. G. Boston, Mass., publications for the blind ; National Educational Association, successful efforts in promoting the advancement of education ; Ohio State-department of public instruction, T. W. Harvey, commissioner, Columbus, Ohio, school-re]3orts, statistics &c. ; Prang, L., Co., Boston, Mass., chromo-lithographs; Washington, D. C., J. O Wilson, superintendent, progress in education and in school-architecture. Medals for merit. — Appleton, D., & Co., New York,wall-maps; American Printing-House for the Blind, Louisville, Ky., books for the blind ; Astor Library, New York ; Barnard, Dr. Henry, Hartford, American Journal of Education ; Brewer & Tileston, Boston, Mass., school-publications ; Chicago, Ill., public schools, J. L. Pickard, superin- * The diploma of honor was designed to hear the cliaracter of a peculiar distinction for eminent mer¬ its in tbe domain of science and its applications to the education of the people and the advancement of the intellectual, social, and material welfare of man, and was awarded exclusively hy the council of presidents upon the proposition of the international jury. THE VIENNA EXPOSITION. CXLVII tendent, school-reports, examination-papers, and statistics ; Cincinnati, Ohio, public schools, John Hancock, superintendent, reports, examination-papers, and educa¬ tional statistics ; Cooper Union, New York, for labors in the interest of the working classes ; Cowperthwait & Co., Philadelphia, Warren’s wall-maps and books ; Grossins, John, Cincinnati, Ohio, patent ventilating school-house-stove ; Harper Brothers, New York, school-books, school-slates, tablets, and charts ; Lea, PI. C., Philadelphia, Pa.> medical text-books, American Journal of Science ; National School-Furniture Co.. New York City, school-furniture; New York City department of public instruction. Prof. Kiddle, superintendent, school-books, school-reports, photographic views of schools, hysical geography is excellently repre¬ sented on large maps, to the great honor of M. Guyot, whose name they bear. ^ * In the text-books, which lie about on the desks, we were particularly pleased with the good, thick paper, something which our own blotting-paper-text-book publishers” might make note of. This writer also expresses his admiration of the colored natural-history-charts, the charts showing the different colors, “ something new to the German schools,” and the calculating-machine ; but confesses his surprise “ that America, the home of machin¬ ery, in its rural school does not exhibit a single ichysical instrument, not even a ther¬ mometer.” A subsequent number of the same journal speaks admiringly of the “ large photo¬ graphs, representing truly palatial school-houses, from different States of the Union,” and of the stereoscopic views showing the interior of the school-rooms, with the child¬ ren in their seats ; thus we get a vivid picture of American school-life, and a picture of the most cheerful description.” Prang’s natural-history-series is highly commended ; also the photographic views used as a means of imparting geographical iustructiou. The style and arrangement of the Boston slates are considered worthy of special at¬ tention and commendation and the single Boston desk and seat is highly praised. The mathematical objects are considered “ too small but the w^riter “ left the educa¬ tional exhibit of the United States very well pleased on the whole.” The Neue Freie Presse, of Vienna, says of the American school-house : We have before us a “model school,’” an ideal which the majority of American rural school-houses, many of which are as yet only iog-houses, will, in all probability, not attain for a long time to come. ^ * ITe chairs are constructed in a very practical manner. * * * In the educational department iu the Exposition-building, the variety and the beauty of the aiaparatus and text-books on exhibition, the magnificeuee of the city school-houses, as shown by models and photographs, excite onr admiration, which, however, is considerably diminished by looking at the work done by the scholars. For this convinces ns that the results obtained by the American schools bear no pro¬ portion to the vast amount of money spent for them, and that they are far behind the European schools. The written essays from a Germainschool in Ohio actually swarm with calligraphic, orthographic, and grammatical mistakes. (This is illustrated bj^ a number of examples.) The Vienna Volksblatt says : The arrangement of a separate seat for each scholar, and the shape of the desks; which prevents any cripysling of the tender bodies of the children, deserve the highest y)raise. Worthy of admiration also are the maps exhibited, from which the more ma¬ ture youth learns to know^ his native laud. Vife note esyiecially an atlas of Pennsyl¬ vania, which, iu comyffeteness, clearness, and fullness of explanation, is quite superior to what vro are accustomed to y)lace in the hands of onr children. The y)rinciple “ For children only the best is good enough” finds its hayiyiy realization in the American school-house. Not less instructive and worthy of admiration are the mayis from which the younger ones are taught to know the earth and its inhabitants. * ^ ^ Promi¬ nent among the charts and tablets is “An analysis of the Constitution of the United States,” w'hich on the other side of the ocean is counted as ayiart of the teaching-ayiyia- ratus. When will our children learn, while yet in school, what are the rights and duties of a good citizen and wdiat it means to live in a constitutional state ? The Vienna Tagesblatt yiraises the arrangement of seats and desks and the character and variety of the school-utensils, these “ giving a wonderful illustration of the excel¬ lent school-regulations of the United States. The school-house is the bright syiot in the American exhibition.” The London Engineering says of American school-furniture : There is no luxury whatever in the accommodations, though elegance and comfort are not entirely eliminated. Our schools and colleges would greatly gain in ayjjyear- ance if a little more attention were only paid lo those two ])oints. Austerity and gloom, almost y^roverbial, seem to be the leading features of our school-system ; and it would doubtless be a y)rogressive step to borrow a little of the American amenity. THE VIENNA EXPOSITION. CXLIX The Danube speaks in the following terms of the American school-house : It is composed of a study-room and recitatiou-room. These things should serve us as models for our sehools ; for, what with their lighting, ventilation, and healthfuluess, they leave absolutely nothing to be desired. The books, the max)s, and other instru¬ ments of teaching are also perfect. They prove conclusively that primary instruction in the United States has been developed to an extent unknown in Europe. Foreign educational exhibitions. — “ The English educational exhibition,” the Freie Padagogische Blatter says, “ is even less than unassuming and really offers next to nothing.” A series of maps intended as aids for instruction in natural sciences, some geographical maps, and particularly a geological map of Queensland are highly com¬ mended. A mineralogical collection is considered worthy of mention ; also an exhibi¬ tion of Bibles printed in all the different languages of the world. The London Engineering says of the French exhibition : The French gallery shows that much attention and ai large share of talent are con¬ centrated upon devising the best means of primary instruction, of smoothing the asperi¬ ties and rendering the first stages of learning easy and agreeable to youth. We know no country in which more vigorous and successful efforts are made to encourage and stimulate the young student. There are arithmometers, to facilitate the simple rules; geographical reliefs in plaster, to give accurate notions of the fundamental definitions ; variously-colored maps, showing by their difference of shades the altitudes of coun¬ tries above the sea-level ; and models of solids, with sections, to render tangible the principles of practical geometry. After a careful examination of the various systems of drawing, we think that the French department is pre-eminently the best. We mean the course of linear drawing, with zinc- and plaster- models of penetrations and archi¬ tectural designs, as well as the card-board-arrangements for descriptive geometry, of he Christian Brothers. The Bund remarks : The final impression made upon our mind on leaving the French exhibition is about the following : Higher instruction, as far as it can bo judged by such an exhibition, seems to flourish, also the elementary schools of the city of Paris, while in the provinces both higher and elementary instruction seem to be neglected. Of the German exhibition the Freie Padagogische Blatter says: “The German educational exhibition is — next to the Austrian, which, of course, from local causes was especially favored — the most complete of the whole Exposition.” Regret is ex¬ pressed that it was not arranged on a uniform plan. “ Objects from one and the same state are placed in different parts of the building, which prevents a clear and com¬ prehensive view of the whole.” Among the aids to instruction especially commended are “ the pasteboard-models of blossoms and other portions of plants on a very large scale, exceedingly useful in classes where it is impossible to procure fresh plants for every scholar ; the physiological and anatomical models of Fleischmann, of Niirn- berg, and Eiegler, of Freiberg ; the x>hysical apj)aratus for elementary schools; colored charts for the illustra,tion of botany and natural history, all on a very large scale ; the globes, telluria, maps, and other aids to geographical instruction; the drawing-copies and models ; and the chemical laboratory exhibited by Hagersdorff, one of the finest objects in the edncational exhibition.” The work done by scholars in Eealschools and industrial schools is highly commended. Among the specimens of women’s work, the amount of useless embroidery is commented upon some\vhat severely, and it is re¬ marked that “ this branch of instruction is in most cases far from being what it ought to be.” The Bund, an official Swiss paper, in noticing the German exhibition, makes special mention of the collections of ores, minerals, and fossil-plants ; the new apparatus for instruction in mathematical geography, which meets a long-felt want ; the aids to object-teaching, with a view to instruction in natural sciences in elementary and sec¬ ondary schools ; the wall-charts, for instruction in botany and zoology ; and the aids to instruction of the blind. Of the work performed by scholars this paper says, (re¬ ferring espeeially to the industrial schools of Hamburg and Wurtemberg :) “ the draw¬ ings, plaster-casts, &.c., show us vffiat the youth of our ago are learning and how greatly the community is profited by creating such institutions. We know full well that the work of the scholars which is on exhibition is not in every respect the proper criterion for the standard of excellence of a school, for talented scholars will produce CL REPORT OF THE COMMISSIONER OF EDUCATION. astonishing results, even in a badly-conducted school; but the mass and variety of the work on exhibition nevertheless shows that a great deal is taught and a great deal is learned.’' 'The drawings from several industrial schools in Bavaria are excellent and great admiration is expressed for the work done by the Munich Kindergarten. The same paper also says of the Swiss educational exhibition i The preliminary exhibition held in Winterthiir, in February, 1873, was far more impos¬ ing than the one at Vienna. Many very valuable educational objects, collections, appa¬ ratus, maps, &c., have been sent to Vienna in vain, because they have either not been unpacked or are totally hidden from view. The most significant feature of the exhibition, as illustrating the progress of education and the changes in the character of instruction during the last feAv years, is the collection of text-books, apparatus, and charts for in¬ struction in natural science. A set of these charts, adapted for every grade of instruc¬ tion, attracted universal attention in Vienna. The Zurich exhibition displayed a col¬ lection of these objects for jtrimary and secondary schools as complete as we have not seen them in any other canton or country. The Bund, speaking of what has been done for education in Zurich during the last few years, says : The authorities have thoroughly understood the sx)irit of the times. They have suc¬ ceeded in bringing the great achievements of science into a happy relation with the elementary schools, and thereby with the education of the whole nation. A healthy and beneficial mutual relation has been established between the university and the primary school, such as is scarcely found anywhere else. The Freie Piidagogische Blatter says : We must make special mention of all the aids for instruction in natural sciences, for these are truly admirable in their selection and arrangement, all of the three natural kingdoms being well represented by a school-collection and by a scholar’s collection. The object of the former is explained by its name, the latter is collected by the scholars themselves. Exact rules regulate the manner of making these collections. The collec¬ tion of physical apj)aratns seems to have been made on the x>rinciple ‘Uittle, bnt good,’''’ The aids for geographical instruction are equal to the demands of the time. Also by magnificent illustrations are the young made acquainted with the history of their nation. The Bund pronounces the Austrian educational exhibition “ magnificently gotten np and beautifully arranged. The material for every grade of instruction is exhibited in natural divisions and groups corresponding with each other. The only novelty in the primary division is a rotating-slate of galvanized rnbher, which, if durable, will doubt¬ less be introduced into many schools. The herbaria of the scholars in an elementary school in Styriaare highly praised. The collection of physical app>aratns is very fine; also the anatomical preparations for superior schools. For the first instruction in geology and paleontology the geological pictures wfili render good service,” This paper says of the schools in Vienna : All the city-schools are w'eli managed, have excellent text-books and apparatus and, in most oases, energetic and enlightened teachers. In the infants’ pavillion we read a ]dacard telling ns the following : ‘‘Creche, where poor parents, during their hours of work, (from 6 a. m. to 7 p. m.,) can take their children aged hetvv'een two weeks and two years for a daily charge of 3 to 5 krenzers,” (l-J cents to 2^ cents.) Then follow' the addresses of seven such crhches in different parts of Vienna. The Freie Padagogische Blatter calls special attention to the maps of the Imperial Geological Institute and to the collections of minerals, crystals, plants, and prepared in¬ sects, of which, as in nearly all the European exhibitions, there were a number. ‘“All the aids for instruction in mineralogy, geology, zoology, anthropology, botany, &c., were brilliantly represented by the famous public aud private iustitutions of the city of Vienna.” “There was a perfect wealth of aids to instruction in physics aud chemistry. The number of globes was also very large. The maps of Fuchs, on black-slated x>aper and printed dimly in colors, were much admired. They are of decided value just be¬ cause one can write on them, aud that thus the dumb maj) gradually becomes a living aud speaking one.” A collection of drawing-models and utensils is highly commended. This journal also finds especially admirable the geographical part of the Hnu- gariau exhibition. The ma.ps are “in the highest degree creditable.” The “relief- maps” are particularly excellent. “Illustrations of natural history in the shape of charts show that the study of nature is not neglected in the Hungarian schools. CoL lections of “admirably-prepared insects, anatomical specimens, and elegantly-fi.nished THE VIENNA EXPOSITION. CLI physical apparatus complete the aids for instruction in natural sciences.” “ For ohject- lessons there are a few, hut very useful, pictures. In some of these wo see an idea which a future time will carryout — group-pictures executed in a truly artistic manner.” Mention is made of “two-seated school-benches,” “ di’awing-copies,” and “ a rich col¬ lection of needle-work done by scholars.” ‘‘In quantity Hungary might have given us more, but as regards the quality wm must express our entire satisfaction.” The Blatter commends the simplicity and practical character of the Swedish school- house, and says : The Swedish government does more than almost any other European gwernment for good school-houses, especially in a sanitary point of view. The Swedish govern¬ ment not only distributes plans of school-houses, but accompanies these by a printed pamphlet, giving iiumerons and valuable hints as regards the location and surround¬ ings of the school, the quantity of space to be allowed to each scholar, the different methods of ventilation, &c. A very important problem, the construction of school- benches, may be almost considered as satisfactorily solved in the Svv'edish school-house. The seats w’iiich are'exhibited have, it is true, as yet, only flat boards, w^hich deny the scholar every comfort, and the slightly slanting position of the board does not com¬ pensate for this defect ; but not one of the seats is without a back, which, although essential to a comfortable seat, is found in but very few of our school-houses. We must draw special attention to the fact that in the Swedish school-house there is a separate seat" for each child. The long school-bench should not be tolerated anywhere, but separate seats should be introduced into all schools, as the Swedes and Americans have done. A peculiar feature of the school-room is a number of guns and a drum, used in the military gymnastics and the practice of arms, which forms an important branch of instruction in all the elementary schools. Religious instruction is obliga¬ tory and occupies a considerable number of hours every week. Of the 212 objects exhibited in the Swedish school-house, no less than 20 have reference to religious in¬ struction. The only object among them deserving attention is a collection of pictures for instruction, in biblical history, which are really valuable. All the books in the Swedish school-house are got up in the most practical manner ; the binding is elastic and cannot be torn. This also applies to the people’s library, which, numbering seve¬ ral hundred volumes, forms a specialty of the Swedish school-house. Fifteen years ago the first people’s libraries vrere established in Sweden, and now, in accordance with the regulations of the Swedish school-law, nearly, every village possesses one. No better place could be found for it than the school-house and no better librarian than the teacher. Among the aids for instruction in natural history the glass cases with insects deserve special mention on account of their practical arrangement. These cases have not only glass lids and sides, but also glass bottoms, and the insect can, therefore, be inspected from all sides. The physical apparatus which is exhibited excels through accuracj^ and the greatest possible sinq^licity. We wmre struck with a large drawing-slate made of dull glass, which forms an excellent drawing-surface for colored pencils. A part of the drawing-copies are in the shape of gigantic wall-maps. The calculating-machines are few in number, which may be accounted for by the cir¬ cumstance that instruction in arithmetic in Sweden aims more at rapid skill than at a clear understanding of the arithmetical process ; but a calculating-machine illustrat¬ ing the decimal system is considered worthy of mention. An interesting feature of the exhibition is a collection of aids for instruction in vocal music, which is much culti¬ vated in Sweden. The same journal remarks that — On entering the Belgian educational exhibition, one sees at once that in Belgium, with its busy marts of industry, but little has been done for the education of the masses. The Belgian department excels in the many mathematical objects made of tin. The collection of airparatus for xterspective drawing is of real value, as well as the wire net¬ work, also for drawijig-purposes. In a calculating-machine we were struck with the combination of vertical and horizontal wires. A beautiful map of West Flandms, in relief, x)ainted blue and the tov/us marked bj'' shining white sx)ots, wdiich can be seen from afar, is extremely useful for large classes. The female-work exhibited is characterized by simxflicity and usefulness. Besides the objects mentioned we lind nothing in the Belgian department which is worthy our attention. Of Italy it also says: The Italian educational exhibition shows us more than anything else the trausalx)iue superior and special schools. The technical schools i)articular]y are rcx)rcseutcd in a brilliant manner. This is not astonishing, for, in a country which luis produced the men who pierced Mont Cdnis, we expect to find a high degree of technical education. The elementary schools are not so well represented. A school-bench is exhibited with a movable seat. We saw a similar arrangement in the French exhibition, but we cannot admire it. There is absolutely no necessity for turning seats. The flnest i)art of the Italian elementary-school-exhibition is the temalc-work. Here wo see the artistic trait CLII EEPORT OF THE COMMISSIONER OF EDUCATION. of the Italian nation. A great plastic model of Yesuvins deserves special mention. A skillful hand jdauned it, and it is in every way a most interesting object. AVidely varying opinions are expressed by the Swiss Bund and the ATenna Freie Pa- dagogische Blatter concerning the Russian educational exhibition. The former says : “ The Russian educational exhibition is a mere rudiment compared with the other civilized States of Europe,” and buds nothing worthy of remark but a series of “ object- lessons for the school and family.” The latter paper remarks : On visiting the Russian educational exhibition we find occasion to rid ourselves of many a prejudice. . Russia here appears very respectable, not by the number of objects exhibited, but by their excellence. The object-lessons for the school and family are truly admirable. The work done by the inmates of the AVarsaw Institute for the Blind deserves to be mentioned, as well as two models of school-desks. A box with arith¬ metical blocks is very practical, and it is only astonishing to find it in the Russian department, because the Russians are particularly fond of complicated calculating-ma¬ chines. Russia has a great future, and even its small educational exhibition is a grain of seed from which much may be expected. Of Portugal the Freie Padagogische Blatter says : The Portuguese school-house makes a very pleasant impression from the outside, but inside it looks very enijity. On the walls there are photograpuic views of school- houses, which shov/ that the school-house exhibited cannot be considered a model. Among the few objects exhibited our attention is first of alb attracted by the school- desks, in which there is nothing remarkable, except that there are two seats screwed firmly to the floor belonging to every desk. Some pictures of parts of the human body elicit the inquiry whether in Portugal drawing consists merely in copying and v/hether in mathemeticai instruction no natural bodies are employed. Neither the one nor the other awakens a favorable opinion of the method of Portuguese educators. The carta- graphic exhibition comprised two maps, both of Portugal, one of them lithographed, the other drawn by hand. EUROPEAN TOUR. On the first day of August I received your instructions to visit the various states in Europe to observe their educational systems, especially to study the representation of education at the Exposition in Vienna, and gather such facts and suggestions as would better enable this Office to meet the demands upon it for information in regard to edu¬ cation in foreign countries. I sailed on the 3d instant and returned in November, hav¬ ing been as far north as Edinburgh and Glasgow, as far south as Rome, and as far east as Vienna and Berlin. My attention was directed chiedy to the organization of educa¬ tional systems and institutions, but including, as far as circumstances permitted, the minutest details in methods of instruction and discipline, from the i)rofessional or uni¬ versity-training through all grades, down to the plays of the Kindergarten and the nursing of the creches ; tracing, as far as lay in my power, the effect of differences in system and method upon the condition of the people, their comforts, their industries, their vices, crimes, and virtues. Reports and documents bearing upon all the phases of education were collected as for as was possible. Nothing so complete on the present condition of foreign education has ever been gathered in this country in a single year as has by this and other means come to this Office during the past year. It is impossible to bring out in a single report all of this information that would be valuable to American educators. I include here only the baldest statement of figures and facts in regard to the countries visited, and some others from which officials reports have been received. The great mass of suggestion and information can only come out in special publications as opportunity offers in the future. During the past year an unprecedented number of American educators, induced by the opportunities afforded by the Vienna Exposition for comparing the different systems of education and of conveniently observing the methods and apparatus used in the various European countries, visited Europe. Many of them have brought home more or less valuable observations ; all desire what maybe gathered from official sources. The inquiries of these educators and of other persons vdiose desire for information has been stimulated by converse with them have made the demands on this Office very great, perhaps greater than it can fully meet, but I x^roposc to do all that the means placed at the command of the Office will allow. It has been estimated that American educators expended in foreign travel last year not less than |500,000, STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLIII I ought not to dismiss this subject without expressing the satisfaction I received from meeting so many eminent gentlemen who have been in correspondence with this Office. The cordiality and consideration extended to me by every minister or official of public systems or institutions of education on whom I had occasion to call, were altogether too great to be appropriated to my own personality, and could osily he received as the expression of their feelings towards the country that it was my privilege to represent in juy travels. This interest in the educational wmrk and progress in foreign countries, Avhichis thus strikingly shown, has been long apparent in the correspondence of this Office, and to meet this the abstracts of foreign educational progress have been prepared and inserted in the appendix to my annual reports. Want of space compels me, in my present report, to substitute for the extended abstract prepared for the appendix the following sta¬ tistical summary : LATEST STATISTICS OF EDUCATION IN FOEEIGN COUNTRIES. I.— EUROPE. Austro-Huugariaii monarchy : Area, 226,406 square miles ; population, 35,904,4.35. Since the year 1867, the Austro-Hungarian monarchy forms a bip)artite state, con¬ sisting of a German, or “ cisleithan,” monarchy, and a Magyar, or transleithan,^’ kingdom, the former officially designated as Austria and the latter as Hungary. Each of the two countries has its own parliament, ministers, and government, while the con¬ necting ties between them consist in the person of the hereditary sovereign, in a com¬ mon army, navy, and diplomacy, and in a controlling body l^nown as the delegation, half of whom are chosen by Austria and half by Hungary. 1. Austria, coustitutional monarchy: Area, 108,234 square miles; population, 20,394,980. Capital, Yienna; poimlatiou, 834,284. Minister of worship and public instruction, C. Y. Stremayr. Adniinistraiion. — The highest authority is the ministry of public instruction, estab¬ lished in 1848; subordinate are the provincial school-council in each province, the dis¬ trict-school-council in each school-district — of which there are 363 — and the municipal school-council in each municipality. The ministry of public instruction has the supervision of educational institutions of every grade, the provincial school-council of all except the universities ; the district school-council of ail institutions of primary instruction, with the exception of the normal schools, which belong to the former council, and the municipal school-council of all public schools in the municipality. Each council reports to the next highest authority and the ministry imblishes (since 1870) an annual report. Primary bistruction. — Primary instruction has been considered compulsory since 1781 for all children between the ages of 6 and 14. The school-law in force is that of 1869. The sums needed for maintaining primar}'- schools are raised by the township and dis¬ trict, and in cases of necessity the province .grants subsidies. The normal schools are supported by the general govern>ment. In 1873 the total expenses for primary instruction were $7,660,305, gold, of which $580,350 were raised by the general government and $7,079,955 by the townships, dis¬ tricts, and provinces. Statistics of primary schools : Number of public schools, 13,815 ; number of private schools, 954 — total number of iirimary schools, 14,769. Connected with these schools are 71 infant-asylums, 73 Kindergarten, 10,277 repeti¬ tion-courses, 108 agricultural courses, and 49 industrial courses. Number of male teachers, 20,904 ; number of female teachers, 3,445 ; number of assistant teachers, 910 — total number of teachers, 25,259. Number of boys of school-age, 1,701,000 ; number of girls of school-age, 1,709,100 — total number of children of school-age, 3,410,100. Num¬ ber of boys attending school, 942,497 ; number of girls attending school, 428,316— total number of children attending school,. 1,370,813. Number of normal schools for males, 40 ; number of normab schools for females, 20 — total number of normal schools, 60. Number of teachers in male normal schools, 331 ; number of teachers in female normal CLIV EEPORT OF THE COMMISSIONER OF EDUCATION. schools, 200 — total number of teachers in normal schools, 581. Number of students in male normal schools, 1,978 ; number of students in female normal schools, 1,307 — total number of students in normal schools, 3,285. Secondary instraciion. — The institutions representing secondary instruction are gym¬ nasia, realschools, and realgymuasia, (a combination of the two.) The total expen¬ diture for secondary instruction in 1873 was $2,163,513, gold, of which sum the general government contributed $1,273,950, gold, and the provinces and municipalities $1,168,513. Number of gymnasia, 93 ; number of realgymuasia, 48 ; number of realschools. 64 — total number of secondary schools, 205. Number of teachers in gymnasia, 1,667 ; number of teachers in realgymuasia, 571 •, number of teachers in realschools, 1,069 — total number of teachers in secondary schools, 3,307. Number of students in gym¬ nasia, 24,429 ; number of students in realgymuasia, 7,042 ; number of students in real- schools, 18,349 — total number of students in secondary schools, 49,820. Siq^erior instruction. — The institutions grouped under this head are universities and technical high schools or polytechnic schools, all under the supervision of the ministry of ]mblic instruction. During the scholastic year 1872-73 the expenses for superior instruction amounted to $1,386,900, gold, viz, $990,700 for the universities, paid entirely by the central government, and $396,200 for the polytechnic schools — $258,700 by the central government and $137,500 by the x)rovinces. Universities : Location. Professors. Theology. S Medicine. g" pQ Philosophy. 3 o H Vienna . 213 241 1, 299 1,377 914 3, 831 Gratz . . . 79 118 337 246 195 896 Innsbriick . 73 227 122 33 164 596 Prague . 145 167 713 409 360 1,649 Leiubero" . . . . - . . 46 289 519 172 980 Krakow . 68 43 241 217 113 614 Total . 624 1,085 3, 231 2, 332 1, 918 8, 566 Polytechnic schools ; Number of schools, 7 : Location. Professors. Students. Preparatory course. Engineering. j Architecture. Machinery. Chemistry. Agriculture. ! Mining. Commercia,! course. General tech¬ nics. j Fine arts. Total. Vip.nnn . 80 37 632 42 78 61 850 Gratz . 38 98 67 3 4 19 6 3 200 Pmo-ne (rrerm.a.n) . . 46 20 216 41 52 22 351 Prno-np! ^'Tlnhpiiiin.n) 43 387 59 186 632 Priinn ... 26 4 138 10 28 176 Lemberg . 19 16 246 262 Krakow ... 27 20 304 32 356 Total . . 279 159 1, 440 45 192 346 28 3 30 550 Z2 2, 827 STATISTICS OF EDUCxiTION IN FOREIGN COUNTRIES. CLV Special insiruciion. — Theological seminaries, 44, with 254 professors and 1,847 stu¬ dents. Of these seminaries, 39, Avith 229 professors and 1,616 students, arc Roman Catholic ; 3, with 16 professors and 92 students, are Greek ; 1, with 3 professors and 2 students, is Armenian, and 1, with 6 professors and 37 students, is Protestant. Schools of surgery, 3, with 35 professors and 602 students. Schools of mining, 4, with 25 professors and 352 students. Schools of forestry, 5, with 28 i^rofessors and 352 stu¬ dents. School of Amterinary surgery, 1. Schools of agriculture, 35. Schools of uaAuga- tiou,5. Business-colleges, 6. Schools for nurses, 12. Schools of music, 3. Academies of fine arts, 3. Industrial schools, 31. Military schools, 13. The theological seminaries are supported by the different religious denominations ; the schools of surgery and of navigation, the schools for nurses, the business-colleges, the schools of music, the academies of hue arts, and the industrial schools, by the min¬ istry of public instruction ; the schools of agriculture and of forestry, by the ministry of agriculture ; the schools of mining, by the ministry of huance ; the school of Amteri- nary surgery and the military schools, by the ministry of Avar. 2. Hungary, constitutional monarchy: Area, 118,172 square miles; population, 15,509,455. Capital, Buda-Pest; population, 256,488. Minister of AYorshii) and i^ublic instruction, A. Trefort. Scliool-legislation. —The school-law which is in force dates from the year 1867. Accord¬ ing to this law all the schools, public and private, are under the supervision of the ministry of public instruction. The expenses are met by the municipalities and in cases of extreme need a subsidy is granted by the general government. Education is compulsory for all children between the ages of 6 and 12 in the xirimary schools and between the ages of 12 and 15 in the repetition-courses. Primary insiriiction. — Number of iniblic schools, 14,550 ; number of teachers, 19,297 ; number of children of school-age, 2,206,187 ; number of children attending school, 1,233,500. Number of state normal schools, 20 ; number of denominational normal schools, 40 — total number of normal schools, 60 ; total number of professors in normal schools, 368 ; total number of students in normal schools, 1,788: number of adults recehung instruction, 55,000. Secondary instruction. — Number of gymnasia, 146 ; number of realschools, 28 — total number of secondary schools, 174. Number of students in gymnasia, 30,992 ; number of students in realschools, 5,472 — total number of students in secondary schools, 36,464. Number of teachers in gymnasia, 1,624 ; number of teachers in real schools, 267 — total number of teachers in secondary schools, 1,891. Superior instruction. — Number of universities, 2, with 149 professors and 2,375 stu¬ dents ; number of iDolytechnio schools, 1, Avith 42 professors and 451 students. Special instruction. — Number of theological seminaries, 41, with 231 professors and 1,660 students ; number of law-schools, 15, Avith 102 professors and 2,074 students ; 1 school of Amterinary surgery; 2 schools of mining; several schools of agriculture, industrial schools, and business-colleges. Total expenditure for public instruction, $2,632,628, gold. Belgium, constitutional monarchy, (kingdom:) Area, 11,313 square miles; population, 5,021,336. Caiiital, Brussels ; population, 314,077. Minister of public instruction, the minister of the interior, C. Delcour ; director-general of iDuhlic instruction, J. Sauveur. Administration. — The bureau of public instruction is a bureau in the ministry of the interior. Most of the public schools, with the exception of some under the ministry of justice and the ministry of AA'ar, are under its supervision, as also those private or muncipal schools Avhich receive aid from the government. Education is not compul¬ sory. The AvhoJe country is dhuded into school-districts, each Avith an inspector appointed by the government. The basis of the iiresent system of i>rimary instruction is the law of 1842. Primary instruction. — Schools under the ministry of the interior: number of primary schools, (1869,) 5,641; number of puihls, 593,379; number of teachers, 10,576 ; number CL VI REPORT OF THE COMMISSIONER OF EDUCATION. of adnlt-scbools, 2,620 ; number of pupils, 217,168 ; number of infant-schools, 609 ; number of pupils, 60,570. Schools uuder the ministry of justice: Prison-schools, hosi^ital-schools, almshouse- schools, 6,564. Schools under the ministry of war : Schools for illiterate soldiers and soldiers’ chil¬ dren, attended by 2,782 pupils. Number of normal schools for males, 14 ; number of normal schools for females, 23 — total number of normal schools, 37. Number of male students, 1,192; number of fo- m.ale students, 704 —total, number of students in normal schools, 1,896. Total expenditure for primary instruction, $1,600,408, golO. Secondary insiriieiion. — The basis of secondary instruction is the organic law of Juno 1, 1850, modified by succeeding laws. The secondary schools are either government- schools (those of a higher grade being called royal atheneums and those of a lower grade called intermediate schools — 6coles moyennes) or provincial and municij)al schools, (those of the higher grade being called colleges and those of the lower grade intermediate schools.) Royal atheueuuis, 10 ; intermediate government-schools, 50 ; municipal schools aided by the government, 30 ; municipal schools, 3 ; secondary schools supported by religious corporations, 64 ; secondary schools supported by pri¬ vate individuals, 4 — total number of secondary schools, 161. Number of students in the, 93 government- a.nd municipal schools, 15,822 ; number of normal schools for second¬ ary instruction, 4, with 38 students. Superior instruction. — The institutions for superior instruction are four universities, two supported by the government, at Ghent and Lidge, and two free universities, at Brussels and Louvain. Each of these universities has four faculties, viz, of philoso¬ phy and literature, of mathematiciil and natural sciences, of law and of mediciue, and in one case of theology. Annual expenditure for the two state-universities, $172,123. Uiiicersitiea. jSTumber of students. . c uQ State-universities Ghent . . Lidge . Total . Free universities Brussels . Louvain . Total . Grand total 73 124 71 117 112 G2 106 131 103 165 197 229 207 193 141 227 168 368 399 633 566 210 418 628 535 847 1, 382 2, OiO Special instruction. — The special schools are either connected with the universities or are government, provincial, or municipal establishments. Special school of civil en¬ gineering, university of Ghent, 173 students; school of arts and manufactures, uni¬ versity of Ghent, 63 students ; school of arts and manufactures, university of Liege, 211 students ; special school of mines, university of Li6ge, 35 students ; state agricul¬ tural school at Gembloux, 79 students; two schools of horticulture, 39 students; school of veterinary surgery at Cureghem, near Brussels, 78 students; Royal Academy of the Fine Arts at Antwerp, 1,588; 69 drawing academies and schools, 9,389 students ; Con STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLVII servatory of Music at Biaissels, 538 students ; Conservatory of Music at Lidgc, 811 stu¬ dents; military school at Brussels, 97 students; two schools of navigation, (Antwerp and Ostende,) 70 students. Total number of special schools, 82, with 13,171 students. Dexsiakk, constitutional monarchy, (kingdom:) Area of Denmark proper, 14,533 square miles; population, 1,784,741. Area of the colonies, (Faeroer, Iceland, Greenland, ^7est Indies,) 55,580 square miles; population, 125,891. Capital, Copenhagen; population, 181,291. Minister of -worship and pub¬ lic instruction, C. C. Hall. Frimarn instruction. — The basis of the present system is the school-law of 1814, with several additions and modihcatious made in 1818, 1844, 1855, 185G, 1863, and 1864. Education is compulsory for all children between the ages of 7 and 13. The sums required for the support of primary schools are chiefly raised by the muni¬ cipalities by a small school-fee, tr school-fund, and by subsidies from the central gov¬ ernment. The whole country is divided into school-districts, which have the following statistics for 1867 : Number of public schools, 2,781; number of male teachers, 2,329; number of female teachers, 59 — total number of teachers, 2,988; number of children of school-age, 200,761 ; number of children attending public schools, 194,198; number of children at¬ tending private schools, 13,994 — total number of children under instruction, 208,192; number of normal schools, 5, with 233 students. Secondary instruction. — The laws in force are those of 1805 and 1809, though consider¬ ably amended and modified. The secondary schools are both private and public, and, so far as their course of instruction is regarded, are either so-called cathedral- or learned schools, classical colleges, or higher realschools. Number of public cathedral-schools, 15; number of public higher realschools, 5 ; number of x>rivate schools, 6 — total number of secondary schools, 26; number of teachers in 2>ublic cathedral-schools, 163 ; number of teachers in public higher real schools, 6 ; number of teachers in jirivate schools, 145; number of teachers in secondary schools, 314 ; number of students in public cathedral-schools, 1,629 ; number of studeuts in public higher real schools, 410 ; number of studeuts in private schools, 1,437 ; total number of students in secondary schools, 3,476. Superior instruction. — The University of Copenhagen, with five faculties, viz : theology, with 5 professors ; law, with 6 ; medicine, 11 ; philosophical sciences, 19, and mathe¬ matical and natural sciences, 10 ; making a total of 51 professors and attended by about 1,200 siudents. Special instruction. — Royol polytechnic school, with 1 3 i^rofessors ; the school of agri¬ culture, veterinary surgery, and forestry, with 16 professors ; the military school ; the naval school; a number of schools of navigation; the academy of fine arts. Germany, constitutional monarchy, (empire:) Area, 212,091 square miles; population, 41,060,695. Capital, Berlin; population, 826,341. Germany has no national system of education, but each of the twenty-six states composing the empire has its own ministry or bureau of public instruction and man¬ ages its own educational affairs. Education is compulsory in ail the states. Primary instruction, statistics of 1871. — Number of public primary schools, 60,000 ; number of pupils attending, 6,000,000 ; number of normal schools, 152. Secondary instruction. — Number of gymnasia, 330; number of rcalgymuasia, 14; number of progymuasia and Latin schools, 214 ; number of real schools and higher burgher-schools, 48.5 — total number of secondary schools, 1,043; total number of students in secondary schools, 177,379. Superior instruction. — Number of universities, 21 ; number of studeuts, 15,587 ; num¬ ber of professors, 1,635 ; number of polytechnic schools, 10 ; number of students, 360 ; number of professors, 4,500. CLVIll EEPORT OF THE COMMISSIONER OF EDUCATION. The detailed statistics of the German universities for the academic term 1872-73 show the following : TJuiversities. Professors. Students. Theology. Medicine. Philosophy. Total. 1. Berlin . 181 227 574 404 713 1,918 2. Bonn . 88 160 202 164 226 752 3. Breslau . 103 167 276 185 334 962 4. Erlangen . 53 162 35 104 70 371 5. Ereiberg . 50 95 43 78 45 261 6. Giessen . 52 13 101 78 112 461 7. Gottingen . 10 L 95 233 162 433 923 8. Greifawald . 57 26 58 316 95 495 9. Halle . 87 241 134 187 475 1,037 10. Heidelberg . 108 25 313 105 290 733 11. Jena . 62 98 76 81 119 374 12. Kiel . 61 51 11 62 25 149 13. Kbnigsberg . 74 69 187 158 167 581 14. Leipzig . 143 421 904 515 810 2, 650 15. Marburg . 66 47 16 148 124 335 16. Munich . 109 74 335 409 401 1,219 17. Miinster . 28 209 174 383 18. Kostock . 34 49 46 38 18 1.51 19. Strasburg . 71 49 116 113 112 390 20. Tubingen . 75 384 147 203 62 796 21. Wurzburg . 62 126 106 441 130 803 Total . 1, 6G5 2, 788 3,913 3, 951 4, 935 15, 587 Special instruction. — Number of industrial and drawing-schools, 253 ; number of schools of agriculture, 97 ; schools for nurses, 45 ; military-schools, 39 ; business-col¬ leges, 37 ; schools of architecture, 30 ; schools of navigation, 24 ; schools of mining, 19 ; schools of music, 18 ; schools of forestry, 10 ; schools of veterinary surgery, 9; schools of gymnastics, 6 ; schools of surgery, 6 — total number of special schools, 593. Great Britain and Ireland, constitutional monarchy, (kingdom :) Area, 121,114 square miles ; popula tion, 31,817,108. 1. England and 'Wales: Area, 58,673 square miles; population, 23,055,756. Capital, London; popula tion, 3,883,092. Lord president of the council on education, the Earl of Eipon; vice-president of the committee of the council on education, Hon. William Edward Eorster. Primary instruction. — The basis of the present system is the elementary-education- act ” of 1870, by which it is provided that there shall be for every school-district a suf¬ ficient amount of accommodation in public elementary schools available for all the children resident in such district for whose elementary education efficient and suita¬ ble jirovision is not otherwise made.’’ It is enacted further that all children attending these ‘^public elementary schools,” whose parents are unable, from poverty, to pay any- things towards their education, shall be admitted free, and the expenses so incurred be discharged from local rates. The new schools are placed in each district under ‘^school- boards,” invested with great powers, among others that of making it compulsory upon jiareuts to give all children between the ages of 5 and 13 the advantages of education. Since August, 1872, Scotland has a separate committee of council on education, the bill “to amend and extend the provisions of the law of Scotland on the subject of edu- / STATISTICS OF EDUCATIOJI IN FOREIGN COUNTRIES. CLIX cation ” having become law on the 6th of Angnst, 1872. The parliamentary grants for popular education in England, Wales, and Scotland, in 1872, amounted to £1,551,560. Statistics of elementary schools in England and Wales in 1871 and 1872. * Years ended August 31. 1871. 1872. 22, 712, 2G6 23, 067, 835 Number of schools, i. e., of departments under separate head teachers inspected : 15, 434 776 16, 164 892 16,210 17, 056 Accommodation : 2, 012, 679 72, 735 2, 295, 894 83, 935 Total . 2, 085,414 2, 379, 829 Number of scholars in schools receiving annual grants present at examination : Dav-scholars . 1, 509, 288 86, 279 1, 607, 511 61, 168 Kveninp'-scholara _ _ _ Total . . . 1, 595, 567 1, 668, 679 Average number attending ; Day- scholars . 1, 231, 434 83, 457 1, 336, 158 66, 388 E vening-scholars . . Total . 1, 314, 891 1, 402, 546 In schools simply inspected. Present at examination : Day-scholars . 48, 989 178 54, 124 136 Evening-scholars . Total . . . 49, 167 54, 260 Average number attending : Day-scholars . . . 24, 656 29, 589 209 E vening-scholars . Total . 24, 656 29, 798 Number of teachers : Certificated . 13, 195 1, 251 16, 941 14, 771 1, 646 21,297 Assistant . Pupil . Total-. . . . . . 31, 387 37, 714 Statistics of training-schools, 1871-72. Number of students resident. Denomination. 1871. 1872. 1873. Male. Female. Total. Male. Female. Total. Male. Female. Total. Church of England . 780 920 1, 700 835 921 1,806 988 1,050 2, 038 British . 162 124 286 181 203 384 190 230 420 "Wesleyan . 76 60 136 125 105 230 129 105 234 Congregational . 24 26 50 22 25 47 24 26 50 Boman Catholic . 70 73 143 63 88 151 53 101 154 Total . 1, 112 1, 203 2,315 1,276 1,342 2,618 1,384 1,512 2, 896 CLX REPORT OF THE COMMISSIONER OF EDUCATION. Higher elementary and secondary instruction. — It is difficult to draw the dividing line, but ill nearly all the schools, under this head, at least Latin is taught, in most of them Latin, Greek, and mathematics. They are either public schools or endowed and pri¬ vate schools. The six great public schools are Eton, Winchester, Westminster, Charterhouse, Har¬ row, and Rugby, with a total of about 2,600 scholars. The number of endowed and private schools, in 1872, was (according to Our Schools and Colleges, by F. S. de Car- teret-Bisson) 2,160 ; of this number 1,254 are simply called schools or institutes, 603 grammar-schools, 153 colleges, 92 academies, aud 58 classical and commercial schools. Siq}erior instruction. — The number of universities is six, viz; Oxford, Cambridge, Durham, London, University College, (London,) aud King’s College, (London.) Special instruction. — Military schools, 7 ; Royal Military College, Sandhurst ; Staff College, Sandhurst; Royal Military Academy, Woolwich; Indian Civil-Engineering College, Cooper’s Hill, Middlesex ; Army Medical School, Netley ; Royal Military Asy¬ lum Model Schools, Chelsea; Royal Military Asylum, Duke of York’s schools, Chelsea. Number of medical colleges, 18; number of theological colleges, 33 ; number of naval schools, 5; miscellaneous, technical, and art-schools. Royal School of Mines, Royal Col¬ lege of Chemistry, Royal Veterinary College, Royal Academy of Arts. Number of art- schools under the art- and science-department, 122, with 22,854 students. 2. ScOTLAXD : Area, 30,686 square miles ; population, 3,3.58,613. Capital, Edinburgh : population, 196,979. Committee of council on education, the Duke of Argyle, Hon. Henry Austin Bruce, Eight Hon, George Young. The Scotch education-hill — The bill “to amend and extend the provisions of the law of Scotland on the subject of education” became law on the 6th August, 1872, and on the 9th day of August, 1872, the Queen, in council, appointed the above-mentioned men a committee of council on education in Scotland. Statistics of elementary schools. Years ended August 31. 1871. 1872. Estimo-tod population at the iiiiddlo of tbo year . 3, 358, 613 3, 399, 226 Humber of schools, i. e., of departments under separate head teachers: Eeceiviug annual grants . 2, 238 65 2, 279 51 Simply inspected . Total ... . 2, 303 2, 330 Accommodation : In annual-grant-schools . 285, 957 4, 489 291,632 3, 6.50 Tu .simple iri.spectinn-scbool.s Total . 290, 446 295, 282 Humber of scholars in schools receiving annual grants. Present at examination: Day-scholars . 215, 401 2, 029 225, 300 2, 041 E vening-schoLars . Total . 217, 430 227, 491 Average number attending : Day-scholars . . . . E vening-scholars . Total . 215, 376 3, 312 220, 435 3, 653 218, 68S 224, 088 In schools simply inspected. Present at examination: Day-scholars . 3, 845 3, 583 Evening-scholars . Total . 3, 845 3, 583 STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXI Statlsiics of elementary schools — Continued. Years ended August31. 1871. 1872. Average number attending : Day-scholars . 1,845 2, 143 Evening-scholars . Total . 1,845 2, 143 Number of teachers : Certificated . . . 2, 567 2, 655 Assistant . Pupil . . . . . . . . 3,513 3, 765 Total . 6, OtO 6, 420 Training-schools. — According to the last report 712 non-resident students are in train¬ ing, in addition to 43 female students resident in the Episcopal Training School at Edinburgh. The following table shows the increase which has taken place in the number of can¬ didates for admission to training-schools and of students undergoing a course of pro¬ fessional instruction : Number of students resident. Denomination. 1871. 1872. 1873. Male. Female. Total. Male. Female. Total. Male. Female. Total. Established Church. 140 136 276 180 166 346 195 169 364 Free Church . 132 185 317 145 208 353 129 219 348 ETvi.<i^ipils; total number of school-farms, 181. Annual disbursement, £533,904 19s. 4d. Suyerior education. — Five universities — Queen’s University, Dublin ; Queen’s College Belfast ; Queen’s College, Galway ; Queen’s College, Cork ; and the Catholic University of Ireland, at Dublin. Italy, constitutional monarchy, (kingdom:) Area, 112,677 square miles; population, 26,801,15 Capital, Dome; population, 244,484. Minister of public instruction, A. Scialoia. Primary instruction, statistics for 1872. — Number of schools: Public schools for boys. 17,845; public schools for girls, 12,609 — total number of public schools, 30,456. Pri¬ vate schools for boys, 3,503 ; private schools for girls, 3,671 — total number of private schools, 7,179 ; total number of primary schools, 37,635. E— XI CLXII EEPOET OF THE COMMISSIONEE OF EDUCATION. Number of pupils : Pupils iu public schools for boys, 881,401 ; pupils in public schools for girls, 664,419 — total number of pupils in public schools, 1,545,820. Pupils iu pri¬ vate schools for boys, 79,116; pupils in private schools for girls, 98,071 — total number of pupils in private schools, 177,187 ; total number of pux)ils in primary schools, 1,723,007. Number of teachers: Male teachers in public schools, 19,126; female teachers in public schools, 15,183 — total number of teachers iu public schools, 34,509. Male teach¬ ers in private schools, 4,086 ; female teachers in private schools, 5,028 — total number of teachers in private schools, 9,114; total number of teachers in i)rimary schools, 43,433. Total expenditure for primary instruction, $4,130,690.20, gold, distributed in the following manner: Central government, $37,510.80; provinces, $28,194.20; munici¬ palities, $3,939,231.60 ; various sources, $125,753.60. Number of government normal schools, 48 ; number of provincial and municipal normal schools, 55 — total number of normal schools, 103. Secondary instructian.—'Nnmbev of lyceums, 79 ; number of gymnasia, 104 ; number of technical schools, 62 ; schools for girls, 138— total number of secondary schools, 383. Students in lyceums, 4,228 ; students in gymnasia, 8,462 ; students in technical schools, 6,162 — total number of students in secondary schools for males, 18,852. Supe)dor instruction. — Italy possesses 21 universities — Bologna, Cagliari, Camerino. Catania, Ferrara, Genoa, Macerata, Messina, Modena, Naples, Padua, Palermo, Parma, Pavia, Perugia, Pisa, Eome, Sassari, Siena, Turin, Urbino. Students. ■Universities. i Medicine and sur¬ gery. Natural and math¬ ematical sciences. Philosophy and literature. Theology. Notary’s course. Pharmacy. V eterinary s u r- gery. Total. 135 175 154 6 3 30 74 577 rr1 t o T'I _ _ ....... 46 25 8 1 8 88 _ _ 12 14 5 15 46 102 40 79 12 1 [ . 233 TTpT'PiiTfi, _ 41 8 15 4 23 oo 113 180 136 52 10 82 460 IVTorknT'O'fo. _ 36 38 3 17 21 115 ^LTcssin*^ ■■ . . . * 44 23 5 7 33 112 ........ _ ...... 93 85 35 47 55 315 "Po /I n o ...... 367 323 189 60 4 178 1, 121 . . ....... 92 70 55 1 8 80 306 64 70 19 58 59 270 202 298 112 106 718 T^OT*n rri o .......... 17 12 132 8 1 4 22 64 154 89 23 14 22 64 503 167 228 97 14 3 £0 5 534 41 24 3 1 5 74 37 375 53 380 3 25 118 'T’lTT'irj ... . . 331 61 1 27 128 1,303 Urbino . 27 7 7 3 28 11 83 Total . 2, 232 I 2,141 1,258 170 5 100 899 348 7, 153 1 Special instruction. — Eoyal institution for higher technical studies at Florence, 214 students; academy of sciences and literature at Milan, 26 stud..ents ; royal school of engineering at Turin, 173 students ; royal higher technical school at Milan, 209 stu- STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXIII ! dents; royal school of engineering at Naples, 185 students; superior normal school at Pisa, 41 students; three schools of veterinary surgery, (Milan, Turin, Naples,) 21)5 stu¬ dents ; royal superior school of agriculture at Milan, 52 students. Evangelical school-tcorlc, hg Rev. Mr. Van Meter. — Rev. Mr. Van Meter is carrying on a 3 very successful evangelical school-work in Rome and the neighborhood, under appoint- 'I raent of the Bible and Publication Society of Philadelphia. The last report that has i come to hand is for the quarter October 1, 1873, to January 1, 1874. i In the city of Rome there are 3 schools, viz, two for girls, only day-schools, with 110 scholars registered and an average attendance of 55. The boys’ school is a day-, night-, and Sunday-school, the first with 72 scholars registered and an average attendance of ' 31, the second with 86 scholars registered and an average attendance of 30, and the last mentioned with 142 registered and an average attendance of 60. The totals for the three schools in the city of Rome are, therefore, registered, 410 ; average attendance, 176. In the town of Frascati, near Rome, there are two schools, viz, one for boys and one for girls, the former being a day-, night-, and Sunday-school, the latter only a day- and Sunday-school. The boys’ day-school has 74 scholars registered and an average at¬ tendance of 56 ; the boys’ night-school, registered, 30 ; average attendance, 22. The boys’ Sunday-school, registered, 65 ; average attendance, 45. The girls’ day-school, reg¬ istered, 35 ; average attendance, 28. The girls’ Sunday-school : registered, 26 ; average attendance, 19. The totals for the two schools in the town of Frascati are, therefore, registered, 230 ; average attendance, 170. Totals registered in Rome and Frascati, 640 ; average attendance, 346. Netherlaxus, coBstitutioual monarchy, (kingdom :) Area, 13,4(34 square miles; poimlation, 3,G74,402. Capital, The Hague ; population, 92,785. Minister of public instruction, the minister of interior. Dr. J. H. Geertsema. Primary instruction. — The basis of the present system is the law of August 13, 1857. Education is not compulsory. The statistics for 1871 are: Number of schools, public, 2,625; private, 1,109 — total number of primary schools, 3,734. Number of teachers : male teachers in public schools, 6,484 ; female teachers in public schools, 535 — total number of teachers in public schools, 7,019. Male teachers in private schools, 2,278 ; female teachers in pri¬ vate schools, 1,570 — total number of teachers in private schools, 3,848 ; total number of teachers in all primary schools, 10,867. Number of pupils : boys in public schools, 205,006 ; girls in public schools, 159,388 — total number of pupils in public schools, 364,394. Boys in j)rivate schools, 49,077 ; girls in private schools, 60,977 — total number of x^upils in x>rivate schools, 110,054 ; total number of scholars in X)i'ira‘‘^4’y schools, 474,458. Number of children attending the evening-schools exclusively, 24,536 ; number of j)upils of primary schools attend¬ ing evening-schools, 55,706; adult-schools, 221, with 481 teachers and 10,178 pux)ils Teachers’ seminaries, 3, with 94 students. Normal schools in connection with pri¬ mary schools, 27, with 659 students. Expenditures for x)rimary instruction in 1870. $2,152,559.58, gold. Of this sum the central government pays $181,067.08 ; the prov, inces, $24,142.50 ; the municipalities, |'il,550,425 ; the scLool-lunds, $27,974.58; school fees, $348,141.67 ; teachers, $20,808.75. Secondary instruction. — The basis of the jiresent system is the law of May 2, 1863. Under this head are classed the burgher-schools, the higher burgher-schools, the poly¬ technic school, the schools of agriculture, the schools of navigation, commercial schools, drawing-schools, secondary schools for girls, and secondary schools for mechanics. Number of schools : burgher-schools, 43 ; higher burgher-schools and commercial schools, 47 ; polytechnic school, 1 ; schools of agriculture, 4 ; schools of navigation, 9 ; drawing-schools 30; secondary schools for girls, 7 ; secondary schools for mechanics, 78 — total number of secondary schools, 219. CLXIV EEPORT OF THE COMMISSIONER OF EDUCATION. Number of teacliers : lu burgher-schools, 338; in higher burgher-schools, 542; in the polytechnic school, 18 ; in the schools of agriculture, 18 ; in the schools of naviga¬ tion, 20 ; in the drawing-schools, 108 ; in the secondary schools for girls, 74 ; in the sec¬ ondary schools for mechanics, 272— total number of teachers in secondary schools, 1,390. Number of scholars : In burgher-schools, 3,801 ; in higher burgher-schools, 3,285; in polytechnic schools, 189 ; in schools of agriculture, 53 ; in schools of navigation, 200 ; in drawing-schools, 2,500 ; in secondary schools for girls,- 472 — total number of scholars in secondary schools, 10,500. Expenditures for secondary instruction, ^557,002.50. Of this sum the central govern¬ ment pays $278,192.92; the provinces, $4,845.83 ; the municipalities, $190,945.42 ; the school-fees, $83,018.33. Superior instruciion. — The institutions under this head are universities, atheneums, and gymnasia or Latin schools. Statistics of universities : Number of universities, 3, viz, Leyden, Utrecht, and Gro¬ ningen. Universities. Students. rt 1-1 Theology. Medicine. Natural sciences. Literature. o H Leyden . Utreebt . 359 148 51 77 191 34 123 72 37 84 57 16 89 20 8 732 488 146 Groningen . Total . . 558 302 242 157 117 L366 Number of atheneums, 2, viz, Deventer and Amsterdam, with 261 students. Number of gymnasia or Latin schools, 55, with 978 professors and 1,079 students. Portugal, constitutional monarchy, (kingdom:) Area, 36,510 square miles; population, 4,367,882. Capital, Lisbon ; population, 224,063. Minister of public instruction, the minister of the interior, A. Ptodrigues Sampaio. Frimary instruciion. — The superintendence of public instruction is under the manage¬ ment of a superior couucil of education, at the head of which is the minister of the in¬ terior. Public education is entirely free from the supervision and control of the church. By a law enacted in 1844 it is comitulsory, but this jirescription is far from being enforced. Statistics for 1869.— Number of schools for boys, 1,997 ; number of schools for girls, 362 — total number of schools, 2,359. Number of pupils enrolled : boys, 99,358 ; girls, l7,9i7 — total, 117,305. Number of xtupils attending : boys, 52,720 ; girls, 10,217 — total, 62,937. Number of normal schools for males, 5, with 100 students ; number of normal schools for females, 1, with 20 students — total number of normal schools, 6, with 120 students. Secondary instruction. — Number of lyceums, 21 ; number of students, 3,126. Besides these public institutions there are quite a number of colleges, i^rivate or municipal, in the principal cities. Superior instruction.— One university, at Coimbra ; the polytechnic school, at Lisbon ; the polytechnic academy, at Oporto; three schools of medicine and surgery, at Lisbon, Oporto, and Funchal. Special instruction. — Two industrial schools, at Lisbon and Oporto; school of agricul¬ ture, at Lisbon, with a model farm at Cintra ; the army-school ; the military college ; the naval academy ; the school of navigation ; two academies of fine arts, Lisbon and Oporto ; the royal conservatory of music, Lisbon. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXV Spain, republic since February 11, 1873; Area, 182,758 square miles; population, 10,835,500, Capital, Madrid ; population, 332,024. Minister of public instruction, (Fomento,) July, 1873, Don Jos6 Fer¬ nando Gonzales. Primary instruction. — Primary instruction in Spain is considered compulsory since 1857 and free of cbartre since 18G9. The statistics are of 1872. Public schools for males, (infants, boys, and adults,) 16,294; public schools for females, (infants, girls, and adults,) 6,331 — total number of x>ublic schools, 22,625. Private schools for males, (infants, boys, and adults,) 2,901; private schools for females, (infants, girls, and adults,) 2,234 — total number of private schools, 5,135; grand total of primary schools, 27,760. Male pupils in public schools, 745,686 ; female pupils in public schools, 441,773 — total number of pupils in xjublic schools, 1,187,459. Male pupils in private schools, 96,753; female pupils in private schools, 97,760 — total number of pupils in private schools, 194,513 ; grand total of pupils in primary schools, 1,381,972. Number of normal schools, 30. Secondary instruction. — The schools under this head are called “ institutes f their number is 62. Sujycrior instruction. — The institutions under this head are universities, numbering 10. The statistics are of 1873 : Universities. Students. Professors. Law. Philosophy and litera¬ ture. Medicine. Pharmacy. Natural sci¬ ences. Notary’s course. Total. 1. Barcelona . 559 95 1, 2.50 236 169 131 2,440 55 2. Granada . 584 117 489 131 38 45 1, 404 47 3. Madrid . 1, G47 184 2, 894 1,050 435 145 6, 375 74 4. Oviedo . 223 15 5. Salamanca . 187 31 139 62 10 419 41 6. Santia'^o 28 7. Sevilla . . . 34 8. Valencia . 451 171 574 99 280 138 1,639 37 9. Valladolid . 32 10. Saramssa . 310 145 249 126 830 49 Sj)ecial instruction. — School of agriculture near Madrid, school of architecture at Madrid, school of fine arts at Madrid, school of commerce at Madrid, school of engi¬ neering at Madrid, school of mining at Madrid, school of forestry at Villaviciosa de Odon, conservatory of music at Madrid, four schools of veterinary surgery at Madrid Cordova, Leon, and Saragossa, with a total of 1,372 students. SWED£N AND Noiuv AY, Constitutional monarchy, (kingdom:) Area, 288,771 square miles; population, 6,013,402. Sweden and Norway are united only by a dynastic union, each of these two countries having its own constitution, parliament, laws, army, navy, &c. 1. Sweden : Area, 168,042 square miles; population, 4,250.402. Capital, Stockholm; population 143,735. Minister of education and ecclesiastical affairs, Gunuar Wenuerberg. Primary instruction. — The basis of the present system is the law of 1842. Education is compulsory. The statistics are of 1871. Total number of primary schools, 7,528 ; number of children of school-age, 712,520 ; number of children receiving instruction 693,822. Number of male teachers, 5,039 ; number of female teachers, 2,776 — total number of teachers, 7,815. Number of normal schools, 9, viz, 7 for males and 2 for females. Total expenditure for primary instruction, $1,605,328, gold ; of this sum the CLXVI EEPOET OF THE COMMISSIONER OF EDUCATION. government pays $511,411, the remainder being paid by the provinces and municipali¬ ties. Secondary instruction— 'KnmbeT of secondary schools of various grades, 103, with 11,874 pupils. Superior instruction. — There are two universities, viz, Upsala and Lund. Universities. Professors. Students. s 'o o H Law. Medicine. o* 00 Ph Total. Upsala . . . 107 61 309 100 142 65 155 33 930 346 1, 536 544 Lund . ' Total . 168 409 207. 188 1,276 2, 080 Specialpnstruction. — Two academies of agriculture, (Ultima and Alnarp,) with 124 stu¬ dents; lower agricultural schools, 27, with 367 students; academy of forestry, with 8 students; lower schools of forestry, 7, with 76 students; schools of navigation, 9 ; the industrial school at Stockholm, with 1,765 students ; five technical schools, with 781 students ; four elementary technical schools, with 230 students ; the Eoyal Technical Institute, at Stockholm, with 124 students; two elementary schools of mining; Chal- mer’s industrial school at Goteborg, with 149 students ; the College of Pharmacy at Stockholm, with 60 students ; two schools for nurses, with 100 students ; two schools of veterinary surgery, with 60 students ; the Eoyal College of Surgery at Stockholm, with 108 students ; the Academy of Fine Arts at Stockholm, with 22 professors ; the Eoyal Conservatory of Music at Stockholm, with 21 professors and 239 students ; vari¬ ous military schools. 2. XOEWAY : Area, 120,729 square milee;,; population, 1,763,000. Capital, Christiauia ; population, 80,000. Chief of the department of education and ecclesiastical affairs, Peter Parelius Essendrop. Primary instruction. — Education is compulsory. Statistics far 1870. — Number of primary schools, 7,189; number of pupils, 250,735; number of teachers, 3,798 ; expenditure, |184,622, gold. Secondamy instruction. — Number of public schools, 16 ; teachers in public schools, 195 j scholars in public schools, 2,122; expenditure for public schools, $122,471 ; number of Xtrivate schools, 130 ; teachers in xirivate schools, 722 ; scholars in private schools, 6,858 ; total number of secondary schools, 146 ; total number of teachers, 917 ; total number of scholars, 8,980. Superior instruction.— One university at Christiania, with 42 xwofessors and 1,026 stu¬ dents ; total expenditure, $86,929. Switzerland, federal republic ; Area, 15,233 square miles ; population, 2,669,147. Capital, Berne ; population, 36,001. Switzerland has no national system of education, but each of the twenty-two cantons manages its own affairs. Education is compulsory in all the cantons, with the excep¬ tion of Uri and Geneva. Primary instruction. — Number of schools, 7,000 ; number of teachers, 6,600; number of pupils, 400,000; total expenditure, $416,224; number of normal schools, 16. Secondary instruction. — Number of secondary schools, 275 ; number of gj^mnasia and cantonal industrial schools, 47, with 500 professors and 7,000 students ; expenditure, $227,232. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXVII SuiKn’ior instruction. — Three uni v^ersities, (Basel, Berne, Zurich;) statistics of 1872-'73 ; The Federal Polytechnic School at Ziirich, with 73 i)rofessors and 675 students ; three academies, at Geneva, Lausanne, and Neufchatel. n.— ASIA. British India, British colony: Area, 935,628 square miles ; population, 151,467,436.* Capital, Cal cntta ; population in 1866, 616,249. The executive authority of British India is vested in a governor-general, appointed by the Crown and acting under the orders of the secretary of state for India. The government in India is exercised by the council of the governor-general, consisting of hve ordinary members and one extraordinary member, the latter the commauder-in- chief. The provinces of British India with their area and population are the following : Provinces. Area. Population. Bengal . . . 239, 591 141, 746 142, 042 83, 785 102, 001 84, 162 24, 060 98, 881 16, 960 2, 400 40, 352, 960 26, 539, 052 12, 889, 106 30, 086, 898 17, 596, 752 7, 985, 411 11,220, 747 2, 463, 484 2, 220, 074 112, 952 Madras . .• . Bombay and Sind . Northwestern provinces . Punjab . Central provinces . . Oudh . British Burmah . The Berars . . . _ Coarg . . . . . Total . 935, 628 151, 467, 436 The schools of British India are either purely native schools, not improved up to the government-standard, or schools that are improved up to that standard. I. Indigenous schools. — As far as known the number of indigenous schools is 14,921, with 204,265 pupils. II. Schools improved up to the government-standard, statistics of 1870-71 : 1. Lower-class schools. — Number of government-schools : for boys, 8,369 : for girls, 947 — total, 9,316. Number of private and aided schools : for boys, 5,620 ; for girls, 775 — total, 6,395. Number of private and only inspected schools : for boys, 172 ; for girls, 38 — total, 210. Total number of lower-class schools : for boys, 14,161 ; for g'rls, 1,760 — total, 15,921. Pupils in government-schools: boys, 319,843; girls, 19,359 — total, 339,202. Pupils in private and aided schools: boys, 149,718; girls, 21,275— total, * Tliese statistics arc ,c:iven in order to agree with the educational statistics. According to the census of 1872 the area was 966.936 square miles and the poiiulatiou 190,278,644. CLXVIII REPORT OF THE COMMISSIONER OF EDUCATION. 170,993. Pupils in private and only inspected schools : boys, 6,245 ; 1,134— total, 7,379. Total number of pupils in lower-class schools : boys, 475,806 ; girls, 41,768— total, 517,574. Expenditure on government lower-class schools : imperial, $243,166.25; local, $632,693 — total, $875,859.25. Exi^enditure on lower-class aided schools : imperial, $182,133; local, $247,395.25 — total, $429,528.25; total expenditure on lower-class schools, $1,305,387.50. 2. Middle-class schools. — Number of government-schools: for boys, 699 — total, 699. Number of private and aided schools: for boys, 2,024 ; for girls, 133— total, 2,157. Number of private and only inspected schools : for boys, 17 — total, 17. Total number of middle- class schools : for boys, 2,740 ; for girls, 133 — total, 2,873. Pupils in government- schools : boys, 55,807 — total, 55,807. Pupils in private and aided schools : boys, 94,-581 ; girls, 7,072— total, 101,653. Pupils in private and only inspected schools : boys, 1,268— total, 1,268. Total number of pupils in middle-class schools: boys, 151,656; girls, 7,072— total, 158,728. Expenditure for government middle-class schools : imperial, $251,342.25 ; local, $156,290.25 — total, $401,632.50. Expenditure for aided middle-class schools : imi)eiial, $349,104 ; local, $506,819.25 — total, $855,923.25 ; total exx^enditure for middle-class schools, $1,257,546.75. 3. High-schools. — Number of government-schools, 114. Number of private and aided schools : for boys, 158 ; for girls, 1 — total, 159. Number of private and only inspected schools — none. Total number of high schools : for boys, 272 ; for girls, 1 — total, 273. Pupils in government-schools, 21,286. Pupils in private and aided schools : boys, 26,148; girls, 138— total, 26,286. Pupils in private and only inspected schools— none. Total number of pupils in high schools, 26,286. Expenditure on government high-schools : imirerial, $357,085.25; local, $205,574.25 — total, $562,659.50. Expenditure on aided high schools : imperial, $141,142 ; local, $231,389 — total, $372,531 ; total expenditure on high schools, $935,190.50. 4. Normal schools. — Number of government-schools: for males, 58; for females, 12 — total, 70. Number of private and aided schools : for males, 29 ; for females, 5 — total, 34. Total number of normal schools : ibr males, 87 ; for females, 17 — total, 104. Students in government-schools : male, 2,853 ; female, 184 — total, 3,037. Students in aided schools : male, 1,227 ; female, 82 — total, 1,309. Total number of students in nor¬ mal schools : male, 4,080 ; female, 266 — total, 4,346. Expenditure on government normal schools : imperial, $150,253 ; local, $44,189 — total, $194,442. Expenditure on aided normal schools: imperial, $24,480; local, $38,715 — total, $63,195 ; total expenditure on normal schools, $257,637. 5. Special schools. — Number of art-schools, 3 ; viz : Calcutta, with 50 students and an annual expenditure of $9,806.25 ; Madras, with an annual exi^enditure of $13,706 ; and Bombay, with 99 students and an annual imperial grant of $5,500. Besides this school of art there is at Bombay the David Sassoon Industrial School, with 101 students and an annual imperial grant of $6,721. 6. Colleges. — A. General colleges : Number of government-colleges, 24 ; number of private and aided colleges, 20 — total number of general colleges, 44. Students in government-colleges, 1,854 ; students in private and aided colleges, 2,140 — total number of students in general colleges, 3,994. Expenditure on government general colleges : imperial, $237,343.25 ; local, $82,992.25 — total, $320,335.50. Expenditure on aided general colleges: imperial, $43,145.25 ; local, $87,997.25 — total, $131,142.50 ; total expenditure on general colleges, $451,478. B. Special colleges. Number of law-colleges, 10, with 684 students and a total cost of $22,596.25. Number of colleges of medicine, 5, with 893 students and a total cost of $170,551. Number of colleges of civil engineering, 4, with 549 students and a total cost of $110,641. JTotal number of special colleges, 19, with 2,126 students and a total cost of $303,788.25. Grand total of colleges of every kind : Number of colleges, 63 ; number of students, 6,120. Total cost, $755,266.25. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXIX 7. Univet'sities. — There are three universities^ all established in 1857^ viz : Calcutta, Madras, aud Bombay. Comparative statistics of university-examinations in 1870-71. Abstract. Uuiversity. Passed candidates. Total jiopulation con¬ nected with each university. Katio of passed candi¬ dates to total poiiula- j tion, one to every— Calcutta . 1,601 105, 713, 546 66, 029 Madras . 564 30, 592, 451 54, 241 Bombay . 231 19, 101, 885 82, 692 III. — AMERICA. Dominion of Canada, Britisli colony : Area, 3,481,779 square miles ; populatioa, 3,657,837. Capital, Ottawa ; poiiulatiou, 21,545. The Dominion of Canada consists of the provinces of Ontario, Quebec, (formerly Upper and Lower Canada,) Nova Scotia, New Brunswick, Manitoba, aud British Colum¬ bia. They were united under the provisions of an act of the Imperial Parhameut, passed in March, 18G7. The act orders that the constitution of the Dominion shall be ‘‘ similar in principle to that of the United Kingdom ]” that the executive authority shall bo vested in the sovereign of Groat Britain and Ireland, and carried on in her name by a governor-general and privy-council ; and that the legislative power shall be exercised by a Parliament of two houses. Provision is made for the admission of Newfoundland and Prince Edward’s Island, still independent provinces of British North America. The six provinces forming the Dominion have each a separate parliament and administration, with a lieutenant-governor at the head of the executive. They CLXX EEPORT OF THE COMMISSIOXEE OF EDUCATION. liave full powers to regulate their own local affairs, dispose of their revenues, and enact such laws as they may deem best for their own internal welfare, provided only they do not interfere with, or are not adverse to, the action of the central administration. Re¬ ports on the state of education in the x^rovinces of Quebec, Nova Scotia, New Brunswick, and British Columbia have been received, abstracts of which are given below. Ontario, British colony : Area, 121,260 square miles ; population, 1,620,842. Capital, Toronto ; popula¬ tion, 46,092. Chief superintendent of education, E. liyerson. Statistics for 1872. — Schools : Number of public schools, 4,661 ; number of high schools, 104; number of other institutions, 277 — total number of educational institutions, .5,042. Pupils and teachers: School-population between 5 and 16 years of age, 388,195; number of xiupils in jiublic schools, 454,662; number of xmpils in high schools, 7,968; number of jjuxiils in other institutions, 10,170 ; total number of pupils, 472,800. Total number of public-school-teachers, 5,476— males, 2,823 ; females, 2,850. Exxienditures : Amount expended for public-school-iiurposes, $2,270,648.03 ; amount ex^tended for high-school-purjicses, $214,005.20; amount ex^iended by other educa¬ tional institutions, $335,572.57 — total amount ex^iended for educational j)urposes, $2,820,225.80. Quebec, British colony: Area, 210,020 square miles; population, 1,191,505. Capital, Quebec; popula-- tion, 59,699. Minister of public instruction, P. J. O. Chauveau. Primary instruction. — Number of schools, 4,028 ; number of scholars, 217,504. Total sum levied for public instruction, $976,788.61. Three normal schools, with 252 stu¬ dents — 123 males and 129 females. Number of dissentient schools, 215, with 7,468 scholars, viz: 162 Protestant schools, with 5,428 scholars, and 53 Catholic schools, with 2,040 scholars. Secondary instruction. — Number of classical colleges, 16, with 3,028 students and 239 professors ; number of industrial colleges, 13, with 1,974 students and 99 jirofessors ; academies for boys and mixed, 68, with 6,501 students and 158 professors; academies for gills, 72, with 13,145 students and 611 professors ; model schools, 252, with 28,710 students and 618 jirofessors — total number of secondary schools, 419, with 53,358 stu¬ dents and 1,725 professors. Superior instruction. — Three universities, viz : McGill College, Bishoxi’s College, and Laval University, with 546 students and 51 professors. Special instruction. — Number of schools, 5, with 16 xirofessors and 233 students. New Brunswick, British colony; Area, 27,105 square miles; population, 285,777. Capital, Ereder- icton ; population, 5,000. Chief superintendent of education, Theodore H. Band. Common schools. — The date of the commou-school-act is 1871. Number of schools, 664; number of pupils, 28,7.56 ; number of teachers, 655. Grants in aid of common schools, October 1, 1871, to April 30, 1872, $35,165.33. One training and model school, with 4 teachers and 101 students and x>upils. Superior and grammar-schools. — Suxierior schools, 32, with 44 teachers and 2,183 pujiils. Grammar-schools, 14, with 22 teachers and 898 pupils. Nova Scotia, British colony : Area, 18,660 square miles ; population, 387,800. Capital, Halifax; popu¬ lation , 29,582. Sui)erintendent of education, A. S. Hunt. Primary instruction. — Number of schools, 1,487; number of teachers, 1,535 ; number of pupils registered, 76,496 ; number of pupils, 42,433. Normal and model school, with 525 students and x)ux)ils. Secondary and superior iasbutdioa.— County-academies, 10, with 42 teachers and 2,543 students. Special academies, 7, with 33 teachers and 6i6 students. Colleges, 6, with 40 xrrofessors and 182 undergraduates. STxVTISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXXI British Columbia, BritisTi colony : Area, 213,000 square miles; population, f'0,000. Capital, Victoria. Superintendent of education, John Jessop. Date of pnblic-school-act, April 11,1872. Naiiiber of public sclioola, 18, with 18 teachers. School-population between 5 and 16 years of aj^o, 534. Total number of pupils attending, 374. Denominational and private schools, 17. ^RI^■CE Edward’s Island, British colony: Area, 2,173 square miles; iiopulation, 94,021. Capital, Charlottetown ; population, 8,807. Secretary of the board of education, J. McKeile. Total number of common schools and grammar-schools, 382, with 347 teachers and 23,185 pupds. There is one normal school. Jamaica, British colony : Area, 6,400 square miles; population, 441,264. Capital, Kingston ; population, 40,000. Inspector of schools, John Savage. Number of children of school-age, (5 to 15,) 123,8'M. Total number of children going to school, 46,000. Number of elementary schools, 486; model schools, 3, with 170 pupils; endowed schools, 25, with 1,704 pupils; normal schools, 7, with 124 pupils. Total expenditure for education, £37,444 19s. lOd. Mexico, federal republic: Area, 1,030,442 square luiles ; population, 9,176,082. Capital, Mexico; pop¬ ulation, 200,000. Mexico has no national system of public instruction, hut each of the States manages its own educational affairs. The statistics of 1873, for the federal district, including the city of Mexico, with a population of 275,906, are the following: Frimari! instruciion. — Number of schools, 338 ; uumher of pupils, 22,407. Secondary, superior, and special instruction. — Secondary schools for girls, 99 pupils ; prefiaratory school, 602 pupils ; husiness-college, 640 iiupils ; law-school, 158 students ; school of medicine, 126 students ; school of engineering, 58 students ; school of the hue arts, 600 students; industrial school, 157 students; school of agriculture and vet¬ erinary surgery, 29 students ; school for deaf mutes, 24 students. Argentine Confederation, federal republic: Area, 515,700 square miles; population, 1,877,490. Cap¬ ital, Buenos Ayres; population, 177,787. Minister of justice, worship, and public instruction. Dr. D. iNicolas Avellaneda. Frimary instruction, statistics of 1872. — Number of schools : Public, 1,038 ; private, 566— total, 1,644. Number of scholars : Children of school-age, (6 to 15,) 488,987. Num¬ ber attending school, 97,549. Number of teachers: Male, 1,558; female 1,408 — total, 2,966. Expenditure for primary instruction, $1,564,350.13. Secondary instruction. — One university at Cordoba, with 103 students and 14 pro¬ fessors : thirteen colleges, with 3,697 students and 162 professors ; one normal school at Parana, with 285 students and 6 professors — total, 15 institutions, with 4,085 students and 182 professors. Brazil, constitutional monarchy, (empire :) Area, 3,100,104 square miles ; population, 10,095,978. Cap¬ ital, Eio de Janeiro; population, 420,000. Minister of public instruction, the minister of the inte¬ rior, Dr. Joao Alfredo Correa de Oliveira. Frimary instruction. — The report contains only the statistics for 1872 of the city of Rio de Janeiro; 65 public schools of the hrst degree, with 5,622 pupils; 99 private schools, with 5,323 pupils ; municipal schools, with 554 pupils. Secondary, superior, and special instruction. — In Rio de Janeiro : Imperial College of Pedro II, v,dth 240 students ; private secondary schools, 54, with 2,027 pupils ; medical school, 583 j^tudents, (medicine, 470 ; pharmacy, 113;) husiness-college, 43 students. In the x^i'ovinces: Law-school at Recife, 300 students; law-school at San Paulo, 147 students; medical school at Bahia, 262 students, (medicine, 193, and iiharmacy, 69.) United States of Colombia, federative republic : Area, 432,400 square miles ; population, 2,894,992. Capitol, Bogota ; population, 50,000. The federative republic of Colombia, officially styled the United States of Colombia, formerly New Granada, was formed by the convention of Bogota, concluded September CLXXII EEPORT OF THE COMMISSIONER OF EDUCATION. 20, 1861. It consists of nine sovereign States, each managing its own educational affairs. Education in the State of Cundinamarca. — Through the kindness of Mr. Thomas Herran, of the University of the State of Antioquia, located at Medellin, a report has been re¬ ceived on education in the State of Cundinamarca, containing the federal capital, Bogota. The population of the State is 409,602. The statistics are of 1873. Number of boys below the age of 7, 32,664 ; number of boys between the ages of 7 and 15, 33,351 — total num¬ ber of boys below the age of 15, 66,615. Number of girls below the age of 7, 31,1.52 ; number of girls between the ages of 7 and 15, 27,410 — total number of girls below the age of 15, 58,562. Total population below the age of 7, 63,816 ; total population between the ages of 7 and 15, 61,361 — total population below the age of 15, 125,177. Number of schools, i:)ublic and private, 338; number of teachers, 383; number of pupils, 16,489. Expenditure for public instruction, $131,875.77. Normal school for males, 1, with 36 students; normal school for females,], with 29 students — total number of normal schools, 2, with 65 students. Ecuador, republic: Area, 218,984 square miles; population, 1,300,000. Capital, Quito; population, 70,000. Minister of public instruction, the minister of the interior, Don Francisco Xavier Leon. Primary instruction. — Number of public schools, 244 ; number of private schools, 176 ; number of schools supported by corporations, 11 ; total number of schools, 431. Num¬ ber of scholars in public schools, 17,661 ; number of scholars in private schools, 3,986 ; number of scholars in schools supported by corporations, 837 — total number of scholars, 22,464. Secondary y superior, and special instruction. — Six colleges, with 59 professors and 757 students ; one female college, with 4 professors and 153 students. Faculty of law and medicine, with 12 professors and 94 students. School of arts and industry, with 22 professors. The polytechnic school, with 13 professors and 59 students. The military academy, with 5 professors and 23 cadets. Seven seminaries supported by the clergy, with 47 professors and 227 students. The academy of fine arts, with 2 professors and 22 students. The conservatory of music, with 8 professors and 39 students. IV.— AUSTRALASIA. Queensland, British colony: Area, 678,600 square miles; population, 125,146. Cajjital, Brisbane; population, 19,413. Secretary of the board of education, K. MacDonnell. The present system of public instruction has been in operation since 1860. Statistics for 1871. — Number of schools in operation, 136; number of teachers, 325; aggregate attendance of children, 18,963; average attendance, 9,711; total expendi¬ ture for education, £35,411 4s. Id. South Australia, British colony : Area, 760,000 square miles ; population, 190,676. Capital, Ade¬ laide ; population, 27,208. Secretary of the board of education, James Bath. StaAistics for 1872. — Number of schools, 307 ; children enrolled, 15,123; daily attend¬ ance, 11,844; children of school-age, (5 to 14,) 53,114; children instructed at home and in private schools, 18,591 ; number of teachers, 299 ; expenditure for education, £18,337 8s. 5d. Victoria, British colony: Area, 88,198 square miles; population, 752,287. Capital, Melbourne; pop¬ ulation, 193,698. Secretary of the board of education, Benjamin Francis Xane. Statistics for 1871. — Number of children of school-age, (5 to 15,) 197,490 ; children en¬ rolled, 114,300; average daily attendance, 67,233 ; children attending private schools, 27,375; children attending industrial schools and reformatories, 2,648; number of schools, 988; number of teachers, 1,710; one training institution, with 99 students; expenditure for education, £204,074 18s. Id. STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. CLXXIII Nl?W South Wales, British colony : Area, 323,437 square miles ; population, 519,182. Capital, Sidney; poi^nlation, 134,750. Number of scbools, 878; number of scholars, 87,313; amount of government-grant, £110,000. TV'esteen Austkalia, British colony: Area, 978,000 square miles; population, 25,3.53. Capital, Perth. Colonial secretary, Fred. P. Barlee. Statistics for 1872— Number of schools, 77 ; average number of scholars in daily at¬ tendance, 2,400. Tasmania, British colony : Area, 28,215 square miles ; population, 100,675. Capital, Hohart Town ; p)opulation, 19,092. Chairman of the hoard of education, Henry Butler. Statistics for 1872 — Number of schools, 139 ; number of children on the rolls, 10,491 ; average daily attendance, 5,209 ; expenditure for education, £12,342 7s. 9d. New Zealand, British colony: Area, 102,000 square miles; population, 256,393. Capital, Auckland; Xiopulation, 20,425. Number of schools, 103; number of scholars, 14,632; amount of government-grant, £33,701. In endeavoring, as far as possible, to bring together the facts by which to test the respective systems of education by their effects upon the welfare of individuals and Xieople affected by them, the following statistics, from reports obtained in Great Britain, Ireland, and Italy, are presented without comment : Crime and education, {Great Britain, Ireland, and Italy,) criminal statistics. England and "Wales, 1871-72; population, 22,712,266. Criminal classes, 46,877. Proportion of criminal classes : in London, 3,139, or 1 in 1,237,8 ; decrease since last year, 11.4 per cent. In Pleasuretown, 613, or 1 in 411.3 ; decrease, 17.2 per cent. In towns depending upon agricultural districts, 540, or 1 iu 383 ; decrease, 4.4 per cent. Commercial ports, 2,340, or 1 in 536.7 ; decrease, 11.5 per cent. Seats of cotton and linen manufacture, 1,927, or 1 in 492.1 ; decrease, 4.2 per cent. Seats of woolen and worsted manufacture, 1,447, or 1 iu 417.9 ; decrease, 23.1 per cent. Seats of small and mixed textile fabrics, 624, or 1 in 508.2 ; decrease, 23.1 per cent. Seats of hard- ware-manufacfure, 1,887, or 1 in 470 ; decrease, 8.8 per cent. Smallest proportion in London. Largest proportion iu towns depending upon agricultural districts. Total proceeded against, 559,929 ; convicted, 423,581 ; discharged, 136,348. Degree of instruction of those committed during the year, {excepting dcMors and those com¬ mitted for naval and military offenses.) Educational standing of prisoners. Males. Females. Total. Proportion per cent. Males. Females. Males and females to total num¬ ber. Neither read nor write . 31,969 17, 376 49, 345 31.1 39.3 33.6 Bead or read and write imperfectly .... 66, 178 25, 948 92, 126 64.3 58.7 62.6 Bead and write well . 4, 299 593 4, 892 4.2 1.3 3.3 Superior instruction . . 206 17 223 0.2 0.2 Insitruction not ascertained . 203 284 487 0.2 0.7 0.3 Total . 102, 855 44, 218 147, 073 100 100 100 CLXXIV EXPORT OF THE COMMISSIONER OF EDUCxiTION. Ireland, 1872 ; popnlation, 5,3G8,696. Number of jails, 39 ; niimber of brideivells, 91 ; number of prisoners in jails December 31, 1872, 2,477. Total number of prisoners committed during the year, 30,222, viz: males, 18,772; females, 11,450. Summary convictions, 23,612; males, 14,324 ; females, 9,288. Lunatics, 27 ; males, 24 ; females, 3. Persons confined in bridewells for drunkenness, 3,537. Ages of prisoners. Male. Eemale. Total. 40 6 46 1,039 3, 921 265 1, 304 1, 090 5, 210 5, on 7, 449 12, 659 6, 423 4, 647 3, 519 2, 904 2, 704 1, 943 100 32 132 Education on commitment. Male. Eemale. Total. Eead and write . . . . . . . . . . 8, 777 2, 469 11,264 Head imperfectly . . . . . 2, G42 2,382 280 5, 024 Knew spelling . 575 855 K n ew Ft 1 nb abet . . . 455 162 617 Wholly illiterate . 6,164 6, 097 12, 261 219 Hot ascertained .. - . _ _ 159 60 Number of individuals who attended prison-schools, 4,346; males, 3,242; females, 1,104. Average daily number of pupils, 509; males, 380; females, 129. Number of teachers, 59 ; males, 36 ; females, 23. Religious professions. Male. Eemale. Total. Protestant Episcopalians . 2, 188 704 1,311 3,499 9G3 Presbyterians . . - . . . . . . 259 Roman Catholics . 15, 607 24 9, 839 25, 536 24 Other professions . . . . . . Hot ascertained . 159 41 200 Total expenditure of jails, £88,070 15s. 3fZ. Average total cost of each prisoner per annum, £35 15s. 9d. Scotland, 187i-’72; population, 3,399,220. State of instruction of criminal i^rlsoners received during the year. Educational standing of prisoners. Could not read . Eead with difficulty . . Lead well . . Could not write . . Could sign merely . . . "Write with difficulty . . "Write well . . Ilad learned more than mere reading and writing . . Have improved in reading or writing or both . . Have improved in arithmetic or other branches of instruction , Have learned a trade in prison . . . . . . Males. Females. 3 O H . 3, 871 3, 034 6, 905 - 10, 505 7, 994 18, 499 . 4, 679 1,644 6, 323 . 7, 130 6, 809 13, 939 - 1, 012 160 1, 172 . 9, 080 5, 348 14, 428 1,833 355 2,188 555 64 619 . 1, 801 944 2, 745 818 236 1, 054 234 103 337 STATISTICS OF EDUCATIOI^ IN FOREIGN COUNTRIES. CLXXV Italy, 1871 ; population, 2G,801,154. Number of establishments and number of inmates : Bagni peuali, the galleys, 28; average number of inmates, 13,910. Carceri giudiziare, xirisons in -which are confined the accused until removed to the prisons to ■which they are condemned and debtors, 238 ; average number of inmates, 32,433. Educational status of condemned prisoners. — Number of prisoners condemned to one year and less, 5,362, (5,117 men, 245 women.) Entirely illiterate: In the bagni, 883 ; in the case di peua for men, 2,576 ; in the case di pena for women, 221 — total illiterates, 3,680. Able to read: In the bagni, 5; in the case di peua for men, 31; in the case di pena for women, 2 — total number able to read, 38. Able to read and write : In the bagni, 316 ; in the case di pena for men, 1,193; in tlie case di peua for women, 21 — total number able to read and write, 1,535. Having a superior education : In the bagni, 2; in the case di pena for men, 45; in the case di pena for women, none— total number having a superior education, 47. Number of prisoners not of full age : Males, 960 ; females, 135— total, 1,095. Entirely illiterate : Males, 397 ; females, 78 — total, 475. Able to read : Males, 67 ; females, 19 — total, 86. Able to read and write : Males, 421 ; fennales, 22 — total, 443. State of educa¬ tion not ascertained : Males, 75; females, 16 — total, 91. In the carceri giudiziare. — Attended prison-schools: Males, 5,533; females, 186 — total, 5,719. Percentage of inmates : Males, 16 per cent. ; females, 8 per cent. Learned to read: Males, 1,676 ; females, 64 — total, 1,740. Learned to read and write: Males, 2,490 ; females, 42 — total, 2,532. Remained illiterate : Males, 1,367 ; females, 80— total, 1,447. Educational status of prisoners, (total number.) — Entirely illiterate : In the bagni, total, 799 ;. in the case di pena, males, 1,709 ; females, 182 — total, 1,891. Able to read : In the bagni, total, 175; in the case di pena, males, 657 ; females, 95 — total, 752. Able to read and write : In the bagni, 424 ; in the case di pena, males, 1,607 ; females, 60 — total, 1,667. Able to read, write, and cipher : In the bagni, total, 65 ; in the case di pena, males, 417 ; females, 11 — total, 428. Total illiterate, 2,690 ; total number able to read, 927 ; total number able to read and write, 2,091 ; total number able to read, write, and cipher, 493. Of the number of illiterates there learned to read : In the bagni, 55 per cent.; in the case di peua, men, 38 per cent. ; women, 68. Of the number of illiter¬ ates there learned to read and write : In the bagni, 36 per cent.; in the case di peua, men, 50 ; women, 25 per cent. Qf the number of illiterates there learned to read, write, and cipher : In the bagni, 9 per cent. ; in the case di peua, men, 12 per cent. ; women, 7 per cent. There remained illiterate : In the bagni, 6 i)er cent. ; in the case di pena, men, 10 per cent. ; women, 9 per cent. Number of volumes read in the bagni, 718 ; in the case di pena, 11,939. Case di custodia per minorenni — prisons for the custody of those not of full age. January 1 : Illiterates, males 111, females 5— total 116 ; able to read, males 259, females 11 — total 270; able to read and write, males 270, females 14 — total 284 ; able to read, write, and cipher, males 43, females 32 — total 75 ; having a superior education, male 1, female 0 — total 1. Entered during the year : Illiterates, males 227, females 17 — total 244 ; able to read, males 28, females 6 — total 34 ; able to read and write, males 152, females 13 — total 165; able to read, write, and cipher, males 33, females 2 — total 35; having a suj)erior educa¬ tion, males 2, females 0 — total 2. December 31: Illiterates, males 60, females 11— total 71; able to read, males 109, females 8 — total 117 ; able to read and write, males 154, females 23 — total 177 ; able to read, write, and cipher, males 349, females 33— total 382 ; having a superior education, males 2, female 0 — total 2. CLXXVI KEPORT OF THE COMMISSIONER OF EDUCATION. THE OFFICE LIBRARY. The library of the Office has received during the year exceedingly valuable series of reports from foreign ministries of instruction; it exchanges with all the departments of public instruction in all the States of the Union — with the colleges, libraries, and other institutions of learning. From these sources and from purchase, it has already become the most valuable pedagogic library in the country. Much is yet needed to make it complete, however. CIRCULARS OF INFORMATION, 1873. During the present year the following circulars of information have been published and distributed by this office : No. 1. Historical summary and reports of the system of public instruction in Spain, Bolivia, Uruguay, and Portugal, 8°, pages 66. No. 2. Schools in British India, 8°, pages 30. No. 3. Account of college-commencements for the summer of 1873, in Maine, New Hampshire, V ermont, Massachusetts, Rhode Island, Connecticut, New York, New Jer¬ sey, and Pennsylvania, 8°, pages 118. No. 4. List of publications by members of certain college-faculties and learned socie¬ ties in the United States, 1867-72, 8°, pages 72. No. 5. Account of college-commencements during 1873, in the Western and Southern States, 8", pages 155. These pamphlets have received continuous numbering at the bottom of their pages, and it is designed to publish a. general title, introduction, and index, so that they may be bound into on® volume. OFFICE-CORRESPONDENCE. The correspondence of the Office has steadily increased since the date of the last report. The lack of sufficient clerical force has not x>ermitted the recording of the correspond¬ ence as promptly as could be desired and the permanent records are not in as favora¬ ble a condition as at the time of making my last report. Amidst the extensive corresj)ondence conducted with school-officials of all grades and with workers in collateral branches, many interesting letters — foreign and do¬ mestic — have been received, from which the lack of space forbids extended extracts. I take pleasure in acknowledging the receipt of many letters, both from State-super¬ intendents and many other educators, both official and private, scattered over the whole country, showing an intelligent comprehension of the duties of this Office and a hearty co-operation with it. For these many expressions of encouragement and praise I am deeply grateful, and am by them confirmed in the belief that the Office is in a measure fulfilling its purpose. Of the few extracts from correspondence given below, the first refer to the report of this Office for 1872 : [From John F. jMoss, esq., clerk of school-board, Sheffield, England.] Permit me to remark that the report has proved very instructive and is of particular value to us at this time, when so much attention is being given to the subject of national edncation, vvfith the especial view of improving the schools for the people. [From Charles F. Dennet, esq., Brighton, England.] I consider the volume of 1872 as one of the most valuable public documents ever issued in America, and it must tell on the wmrld. At this moment, when the battle of edncation is being fought out as it is in Euglaud, the volume has an intrinsic value, and I believe its circulation among the liberal-minded in power and authority in this kingdom must do good and help on the good work. [From J. J. Eihon, consul-general of Salvador, New York City.] The government of Ecuador has instructed this consulate to obtain all possible in¬ formation I’especting the organization, management, and methods of teaching which have brought the school-system of the United States to its present state of efficiency. I therefore take the liberty of requesting from you a copy of your valuable report for 1872. EECOMMEKDATIONS. CLXXVII [From John Jessup, superintendent of education, Yictoria, British Columbia.] I herewith acknowledge the receipt of your report for 1872. The very large amount of interesting information which it contains cannot bat be useful and instructive to educationists throughout the civilized world who may have the good fortune to obtain a copy. The. Austrian minister, Baron Lederer, through Hon. Hamilton Fish, Secretary of State, notified this Office as follows : I have the honor to inform you that His Majesty the Emperor and King, my august sovereign, has just founded a university at Klausenburg, in Transylvania, and to beg you at the same time to have the kindness to bring this fact to the notice of the Department of Public Instruction, requesting said department to transmit information thereof to the presidents of universities in the United States. The following extracts vdll explain themselves : [From the Secretary of State.] The syllogos of Epiros have requested of Mr. Boker, tlie minister of the United States at Constantinople, a statistical work on the schools of this country, of which they say they have heard. As it is supposed that the work referred to may be a report of your Office, at least in part, I will thank you, should this be in your power, to enable me to comply with the recpiest adverted to. [From Prof. Geo. A. Stearns, director of the National Noinaal School of the Argentine Bepublic.] I venture to suggest that a document on the public-school-system of the United States would be of great service to this country, if not to other parts of the world. It is a subject very little understood here and needs the authority of your Bureau to cor¬ rect false impressions. [From Fujimoro Tanaka, second assistant minister cf the department of education of Japan, transmit¬ ting certain photographs.] These two pictures are jihotographs of the Imperial University in Tokei, taken on the occasion of opening its new buildings by the i^resence of His Imperial Majesty the Tenno of Japan. [From Prof. C. O. Thompson, of the Free Institute of Industrial Science, Worcester, Mass.] In studying the high-school-problem I cannot find any statistics showing the per¬ centage of graduates, nor the percentage of boys in the graduating classes. This is a point of vital importance. May I venture to suggest that this information would be worth enough to warrant a special search for it. [From J. C. Jillson, esq., of the Central High School, Pittsburg, Pa.] I wish to make some experiments on the ventilation of our school-rooms, more par¬ ticularly on the amount of carbonic acid and other ingredients xrresent. Have you any printed directions or can you suggest any simple method of couductino the same ? [From A. J. Schem, esq., chief editor of the Deutsch-Amerikanisches Conversations-Lesicon.] As the German- American cyclopedia, a work which chieiiy intends to diffuse full and correct knowledge of all American affairs among the Germans of this country and in Germany, has reached the article “United States,” I am very anxious to obtain the latest official documents, and therefore ask you the favor to send me the reports of your Department. RECOMMENDATIONS. I would most resxDectfully but earnestly urge the following recommendations: First. An increase of the jiermanent force of this Office commensurate with the in¬ creasing amount of work to be done. Secondly. An ax)prop)riation sufficient to pay for suitable cases for the books and records of the Office, and for jireserviug the models of school-apiiaratus, &c., irresented to it. Thirdly. Additional funds for the publication of circulars of information, to meet the increasing demand for the same. Fourthly. The enactment of a law requiring that all facts in regard to national aid to education, and all facts in regard to education in the Territories and the District of Columbia, necessary for the information of Congress, be xiresented through this Office. For the jiurpose of enabling the Government to meet its responsibilities with respect to the education of the peoxile in the Territories, I recommend that the office of suxierin- tendent of public instruction for each Territory be created, to be filled by axqmint- E— XII CLXXVIII XEPORT OF THE COMMISSIOXER OF EDUCATION. ment by the President, and liis compensation to be fixed and paid as in the case of other Federal appointees for the Territories. Fifthly. In view of the appalling' number of children growing up in ignorance on ac¬ count of the impoverished condition of jrortions of the country in which slavery has been lately abolished, and in view of the special difficulties in the way of establishing and maintaining therein schools for universal education, and in consideration of the imperative need of immediate action in this regard, I recommend that the whole or a portion of the net proceeds arising from the sale of public lands shall be set aside as a special fund, and its interest be divided annually, pro rata, between the people of the several States and Territories and the District of Columbia, under such provisions, in regard to amount, allotment, expenditure, and supervision, as Congress in its wisdom may deem fit and proper. Sixthly. I respectfully recommend that such provision as may be seen best in the wisdom of Congress be made for the publication of ten thousand copies of the annual report of this Bureau, immediately on its completion, to be put at the control of the Bureau for distribution among its correspondents and the educators of the country, how¬ ever many may be ordered for distribution by members of the Senate and House. CONCLUSION. The chief clerk, Dr. Charles Warren, is especially deserving of my commendation for his faithful conduct of the Office in my absence. It is always a great pleasure to acknowledge the efficient services of my several as¬ sistants in the Office. This year especially, they have relieved me of much work that probably wmuld have been left undone, on account of my health becoming seriously impaired. Indeed, during no year of my duties here has the organization of the Office been able to accomplish so much in itself; and this is largely due to the fiict that the members of the force have become more familiar wfith the principles upon which the Office is conducted and with the educational details of the country and the wants of the people. I am greatly indebted for valuable aid to many whom it is impossible to mention in each case, also to the Commissioner of Patents, the Commissioner of Indian Affairs, the Congressional Printer, and the Chief of the Bureau of Statistics. Among the most gratifying experiences in this Office is the fact that each year adds to my obligations to your Assistant Secretary, yourself, and to the President, for wise direction and hearty co-operation in the performance of its duties. I am, sir, very respectfully, your obedient servant, JOHN EATON, Commissioner. Hon. C. Delano, Secretary of the Interior. ANNUAL STATEMENT OP THE PROGRESS OF EDUCATION IN THE UNITED STATES. NOTE, The following abstracts, from the reports of the several State-superintendents and other authoritative sources, designed to show the condition of educational matters in the different States and Territories, are prepared substantially, as far as may be, in accordance with the schedule given below : GENERAL PLAN OF ABSTRACT. 1. Elementary Instruction . (a) Statistics. (b) Public-school-systems, marking specially anything new and noteworthy. • (c) City systems and their peculiarities. » 2. Secondary Instruction . (a) Academies. (b) High schools. (c) Preparatory schools. 3. Training of Teachers . (a) Normal schools and normal departments. 4. Superior Instruction . (a) Colleges for males, with universities. Cb) Colleges for females. (c) Resident graduate courses. 5. Professional Instruction... . (a) Theological training. . (b) Legal training. (c) Medical training. (d) Training of engineers and agriculturists. 6. Special Instruction . (a) Deaf, dumb, and blind. (&) Musical conservatories. (c) Art-training, beyond that in the schools. 7. Educational Conventions . (a) Meetings of State-associations. (b) Teachers’ institutes. 8. Special Noteworthy Benefactions. 9. Obituary Record . (a) Brief memorials of educators deceased during the year. 10. List of School-Officials . (a) Boards of education, or State-superintendents. (6) County- or town-superintendents. *APPENDIX ABSTRACTS PROM THE OFFICIAL REPORTS OF THE SCHOOL-OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. AS-AISAMA. [From report of Hon. Joseph Hodgson, State-superintendent of public inlfcrnctiou, for the scholastic year which ended September 30, 1872.] RECEIPTS. Annual interest on $1,729,817.04, (sixteenth-section-fund,) at 8 per cent.. $138, 385 36 Annual interest on $97,091.21, (valueless sixteenth-section-fund) . 7, 767 30 Annual interest on $669, 086.80, (surplus-revenue-fund) . ^ 53, 526 94 One-fifth annual aggregate revenue, (1871) . 235,524 54 Special assessment for schools, (poll-tax) . 113, 505 00 Alabama Mutual-Aid Association . 2, 000 00 Amount appropriated under section 957, revised code . 54, 269 36 Unapportioued balance, (1871) . . . 2,082 47 Total . . 607,060 97 EXPENDITURES. ' Apportioned among counties . . . $553,067 65 Pay of county-superintendents . 35,000 00 Pay of couuty-directors . 4,000 00 Pay of clerk of department . . . — 1,500 00 Contingent fund . . 1, 000 00 For normal schools . 12,000 00 Library-fund . 50 00 Total expenditures . 606,517 65 SCHOOL-POPULATION. Total number of children between ages of 5 and 21 vears, (males, 204,416 ; females, 199,319) . . . 403,735 SCHOOL-ATTENDANCE . Number of white children enrolled, (males, 32,766; females, 29,176) . 61,942 Number of colored children enrolled, (males, 20,125 ; females, 21,548) . 41, 673 Total enrollment . 103,615 * The statistics of city-schools, tabulated from returns made by the city-superintendents, and also the names of the presidents and full statistics of the higher educational institutions of each State will bo found in their appropriate places among the statistical tables at the end of this Tolume. Lists of the universities, colleges, and professional schools in each State are also given in the abstracts of their re¬ spective States. The statistical tables of the schools, colleges, and public educational institutions em¬ body the information given, in response to the circulars of inquiry sent out from this Bureau, by those in charge of the institutions. Owing to want of space reference is made in the text only to institutions from which the Bureau possesses printed or written information relating to matters of special interest. 3 4 REPOKT OF THE COMl^IISSIONER OF EDUCATION. Average number of white children attending, (males, 23,871 ; females, 21,650) . . . 45,521 Average number of colored children attending, (males, 14,371 ; females, 14,035) . 28,406 Total average attendance . 73, 927 TEACHERS. Number of teachers for white-schools, (males, 1,176 ; females, 644) . 1, 820 Number of teachers for colored-schools, (males, 620; females, 210) . 830 Total number of teachers . 2, 650 SCHOOLS. Number of primary schools, (for white children, 287 ; for colored, 547) .. 834 Number of intermediate schools, (for white children, 563 ; for colored, 229) 792 Number of grammar-schools, (for white children, 7.32 ; for colored, 39) .. . 771 Number of high schools, (for white children, 162 ; for colored, 2) . 164 Total number of schools . . . . 2,561 • FINANCIAL. In consequence of the failure of a number of counties to forward proper annual re¬ ports within the time required, a fair comparison of the statistics of the year with those of the year previous has been impossible; yet, notwithstanding the fact that the failure of the treasury to cash school-warrants had a depressing effect upon all the township-schools, the number of children in attendance — and the time during which the scnools were open — does not vary materially, it is thought, from that of the preced- iug year. It has been impossible for county-superintendents to balance their accounts with the department of education, from the fact that large amounts of warrants remain in their hands unpaid ; g,nd, in the judgment of the retiring superintendent, Hon. Joseph Hodgson, the affairs of the department cannot be satisfactorily administered until the general assembly shall provide money to meet the annual educational appor¬ tionments ; and to this end he advises that a sale of State-bonds be ordered sufficient to liquidate every cent of indebtedness to the public schools and that the school-reve¬ nues be henceforth kept separate and distinct from all other funds, in accordance with that provision of the constitution which says that they “ shall be inviolably appro- ];)riated to educational purposes, and no other purposes whatever.” Notwithstanding this express command of the constitution, every dollar of the xmblic-school-fund and of the university-fund given the State by the General Government has been either squan¬ dered or lost, so that the entire amount expended annually for the public schools and the State University has to be raised each year by direct taxation on peo^Dle already groaning under heavy taxes and indebtedness. The new State superintendent, (Hon. Joseph H. Speed) in an address to the board of education, advises that all defaulting officers and all officers in arrears be sought out and comiielled to account for every dollar of xniblic-school-money that has gone into their hands or be made to suffer the severest penalties of the law. COUNTY-SUPERINTENDENTS. Superintendent Speed advises, also, the enactment of a law requiring county-super¬ intendents to reside at the coanty-seat of each county and keep their offices ojien on certain days of each week, since their residence in remote corners of counties having a large area compels teachers, trustees, qnd other school-officers having business with them to travel a great distance, at the risk, even then, of finding the county-snxierin- tendent absent. He further recommends the enactment of a law jiroviding for the re¬ moval of county-superintendents for grossly immoral conduct and drunkenness. TEACHERS. A revision of the school-laws is considered necessary, so as to prohibit the employ¬ ment of teachers in the public schools until the money is in hand to pay them. Such teachers are generally poor, and nine-tenths of them have to rely entirely upon their X)ay to supx^ort themselves and their families. To erajDloy them, poor as they are, se¬ cure their time and services, and then compel them to wait six or twelve months for their pay, is not only unwise, but unjust and cruel, and entails much suffering on a worthy class of citizens, who, moreover, render more service for less com x>ensation than any other xmblic servants. There are hundreds of poor teachers throughout the State, who have served faithfully and laboriously, whose wives and children suffer for want of fDod and raiment because they have failed to receive the amounts due for work done many months ago. ALABAMA. 5 PECULLVRITY OF THE SCHOOL-SYSTEM. The most noticeable feature in the school-system of this State is the fact that it is the creation of the constitution, and not of the legislature, and that the power to enact school-laws is taken from the latter and given to the State-board of education. The general assembly has power to repeal these laws, and that is all. In a decision of the supremo court of Alabama it is said : “ The new system has not only administrative, but full legislative, powers as to all matters having reference to the common schools and the x^ublic educational interests of the State. It cannot be destroyed nor essen- tiallj" changed by legislative authority.” The governor of the State is, ex-officio, a member of the board, but with no power be¬ yond that of debate and advice. The State-superintendent of public instruction is its i)re- sidiug officer, as well as the executive officer of all school-laws ; and thus both the school- aud the State-authorities have a voice in its proceedings and an opportunity to shape its legislation. This system, in the opinion of both the present and the retiring super¬ intendents, needs revision, having failed to meet the expectations of its friends and the demands of popular education. The superintendent, therefore, suggests to the board of education, as well w’orthy its consideration, whether the old plan was not more success¬ ful and beneficial. MONTGOMERY. The total population of the State capital is given at 15,000 ; the number of children of school age, (5-21,) 3,327 ; number enrolled in schools, 878 ; number of weeks in schol¬ astic year, 38 ; number of schools, 13 ; of teachers, 13, (2 male and 11 female ;) number of scholars enrolled as above, 878 ; number in average attendance, 631.^ The salaries of t(jachers in primary schools (all females) are from $40 to $50 a month ; of those in intermediate schools (all females) $50 to $60 ; of the male principal in grammar-schools, $75 to $100 ; of the female, $60 to $65 ; of the male principal in high schools, when ex¬ istent, $100 to $120. The income for the year 1872-’73 is : from last year, $2,223.10 ; from State-apportionment, $3,742.87 ; from city-appropriation, $4,000 ; from Peabody fund, $1,500 — total, $11,465.97. The expenditures for the same time were, for salaries of sup¬ erintendents, nothing, several serving gratuitously; for salaries of teachers, $6,308.35 ; for fuel and lig’hts, $24.03; for rent of buildings, $350 ; for repairs, $183.47 ; for station¬ ery, $25; for discount on warrants, $555.60— total, $7,665.42 ; leaving an apparent bal¬ ance of $3,800.55. Neither Latin, Greek, German, nor French is taught in the public schools and drawing is only in its elements ; but vocal music is attended to in all. OPELIKA. Population of the city, 4,800 ; children of school-age, 715 ; number enrolled in schools, 380; average attendance, 300 ; school-year, 40 weeks. The schools are : (1) 1 public school, with 2 male and 2 female teachers, 275 pupils on the rolls, and 220 in average attendance ; (2) 1 “ mixed” school, with 1 male and 1 female teacher, and 60 pupils ; and (3) 1 young ladies’ school, with 2 teachers and 45 pupils. The income for the public school is : from State-fund, when collected, $800 ; from local fund, $1,000 ; from other sources, ($1,000 from Peabody fund,) $2,000— total, $3,800. Expenditures not given, but said, in the application for aid from the Peabody fund, to be $3,000 for teachers alone. Opelika is a new town, which has sprung up within the last seven years, and has not yet reached full order in its school-appointments. Latin and Greek, however, are taught ; there are 20 pupils in drawing, 75 in vocal music, and 30 in instrumental. SELMA. Whole population, 8,000 ; children of school-age, 2,067 ; enrolled in public schools, 739 ; in private schools, 30 ; school-year, 40 weeks. The public schools are 2, of which 1 is for whites, the other for colored youth. Each of these is divided into 7 grades, with a teacher for each grade. In one of the schools, a boys’ grade is sejiarate. In the white division there is also a high-school for girls. The teachers are (male 4, female 14) 18. The average attendance of pupils is said to be 737, (442 whites, 295 blacks,) which, if correct, is very high, reachiug within two of the whole number enrolled. There are also evening-schools for colored pupils ; number attendant not given. In the private schools are 3 male and 6 female teachers, with au average attendance of 150 pupils. The income of the public schools is given as $12,659, of which, $1,659 comes from the State, $9,500 from local fund, and $1,500 from the Peabody fund. Expenditures not stated. Latin and Greeh, are taught, drawing and vocal music “to some extent, ” and there are a few pupils in French. SECONDARY INSTRUCTION. Information respecting schools for secondary instruction in this State is very incom¬ plete. While the superintendent of public instruction reports 164 high schools, two of which are for the education of colored children, no means are afforded for judging of their efiiciency. * The above .statistics are for the publiic schools. Besides these, there are in private schools 20 teach¬ ers, (4 males and 16 females,) with over 500 scholars. 6 REPORT OF THE COMMISSIONER OF EDUCATION. Of private or denominational schools for secondary training, reports are at hand from : (1) the Greene Springs school, Hale County, of which Henry Lutwiler, LL. D., is jwin- cipal, with 2 male instructors and 1 female, 49 male and 6 female students. The ancient languages, mathematics, German, and French are taught and instrumental music to the female pupils. The school possesses apparatus for the illustration of the natural sciences, also a general library of 2,000 volumes, with 1,000 additional in the libraries of two societies ; (2) the Hamner Hall high school, in a pleasant grove near Mont¬ gomery, principal, F. Key Meade, of the University of Virginia, and 3 other male in¬ structors, 70 male pupils, with an academic course, comprising Latin, German, French, Spanish, Italian, mathematics, chemistry, higher English, and book-keeping ; (3) the IPark high-school, Tuskegee, James F. Park, principal, with 2 male instructors, 93 male pux)ils, of whom 55 are in the English course and 38 in the classical. Number prepar¬ ing for college, 30 ; buildings new and sufficient for the accommodation of 150 students ; Latin, Greek, and French in course; and (4) the Burrell school, Selma, principal, JohnM. Cumiugs, with 6 female assistants, 175 male and 225 female pux)ils, none thus far ad¬ vanced beyond the first year in grammar-school, a small apparatus for x^hilosophical illustration, and no library to speak of.’’ Monthly written examinations have been used in the higher classes, with good success. From such other institutions as the high school for males, Montgomery, the Lafa¬ yette male-high school. Chambers C. H. ; Theodore Hunter’s school, Montgomery ; the Southwood select school, Talladega, or the Ursuline Convent, and Academy of St. John the Baptist, Tuscaloosa, there are no returns to show their present condition. NORMAL TRAINING. Normal departments exist in connection with Talladega College and the State Uni¬ versity. The returns from the former show a division of the department into “com¬ mon-school normal,” and “higher normal.” “Above 8” are in the first year of the higher normal ; in the two divisions, 39. From the university normal school there are ] no returns. . i “ Graded schools with normal departments ” are also reported by the American Mis¬ sionary Association office 50 Reade street, New York, as follows : (1) Emerson institute. Mobile, with 2 instructors, and 135 pupils ; (2) Swayue school, Montgomery, with 8 in¬ structors and 612 pupils ; (3) Lincoln school, Marion, with 5 instructors and 300 pu¬ pils ; (4) Trinity school, Athens, with 2 instructors and 163 pupils ; and (5) the Burrell school, Selma, previously referred to. In none of these schools, however, are the num¬ ber of pupils in normal classes indicated or any means afforded for judging of the ex¬ tent of the normal course. UNIVERSITY OF ALABAMA. The academic department of this university embraces six courses of study, either of which the applicant may select : five parallel courses for undergraduates and one post¬ graduate-course for master of arts, embracing extensive studies in any three of the schools into which the academic department is divided, the degree of master of arts not being- conferred in course on bachelors of arts of three years’ standing, as has been common at the North. The department of professional education embraces the school of law, requiring one ^ year and a half for its completion, and the normal school, which is intended to prepare young men for teaching and embraces a three years’ course of study. Certificates of proficiency received by those who complete the course in this department secure their admission into the public schools as teachers without examination. Military traininy. — All students are subjected to military drill and discipline, and are styled the “ Alabama Corps of Cadets.” The school of military sciences embraces instruction in military art and science, military law, and elementary tactics. Finances of the university. — From a statement of the superintendent of public instruc¬ tion made to the board of regents, it appears that the expenditures of the university for the year 1871-72 considerably exceeded the amount annually furnished it by the State, $38,000 having been disbursed during the year in question, while the annual appropriation is only $24,000. Adding the amount realized from board, tuition, and other fees charged the students to that suiiplied by the State, he estimated that the expenses of the institution for the year were not less than $43,500, and, moreover, that in the future the entire amount would necessarily be defrayed by the State, since the board had just passed a law rendering tuition in the university free.’^ The convic¬ tion was expressed that this outlay might be considerably reduced and the university, at the same time, be rendered more useful and efficient. It was stated, for instance, that the professor of moral and mental philosophy, who received a salary of $2,500, had only 4 pupils in his department, making the cost for in¬ structing one pupil in that single branch $700, while a similar state of things existed in the department of mineralogy and geology. It was therefore recommended that the two professorships of moral and mental philosophy and natural history be abolished, *It was doubtless tbis suggestion wbicb influenced a subsequent action of the board of regents in the abolition of the la-w providing for free tuition. ALABAMA. 7 the duties of tlie former being discharged by the president of the institution, as was the case for 40 years; that two other chairs be consolidated, and the salaries of professors reduced to $2,000 per annum. While these changes would not diminish the efficiency of the faculty they would effect a saving of $12,000 annually, which sum could be ap- plied'ffo the completion of the university-buildings, to the purchase of scientific appara¬ tus, to increasing the library, and to payment of the debts of the institution. He further recommended the establishment of a department of law, which could be done without additional expense to the university, the tuition-fees of students being an ample re¬ source for its support. HOWARD COLLEGE, MARION. The professed aim here is to make the instruction in every department practical. In all sciences the students are required to use the apparatus and instruments provided for them. Original problems are solved and much attention paid to original essays. Lectures are occasionally given on the subjects studied, but the rule is that the stu¬ dents themselves perform in the class-room, the object being to make them proficient in demonstration and explanation and keep constantly in exercise the knowledge they acquire. The faculty offers for competition to the sophomore-class a gold medal for excellence in elocution. SPRING HILL COLLEGE, {near MOBILE.) The plan of instruction at this college embraces a preparatory, a classical, and a com^ mercial course ; the first of one year, the second of six, and the third of three. At the end of the sixth year of the classical course, the degree of A. B. is conferred on those who pass the requisite examination. To attain the further degree of A. M. there must be either an additional year of philosophic study at the college or a two years’ devo¬ tion to the studies of a learned profession. TALLADEGA COLLEGE, TALLADEGA. This is one of several collegiate institutions established by the American Missionary Association for the benefit of the colored race esiiecially, though not limited to them. It is yet in its infancy, but has in all 13 instructors and 268 pupils, classed, thus far, only in primary, intermediate, normal, and iireparatory departments. It is said thus far to have proved eminently successful in the training of its pupils. COLLEGES FOR WOMEN. Eight institutions for the higher instruction of women make returns for 1873. These returns show, in the 8 colleges and collegiate seminaries mentioned, an aggregate of 78 teachers, of whom 20 are males and 58 females, nearly all resident in the institutions with which they are connected. There are 955 pupils ; 233 of these in preparatory de¬ partments, 44 in partial courses, 662 in collegiate courses of from four to five years, and 16 post-graduates still prosecuting studies. In all these schools, drawing and painting, music, (vocal and instrumental,) and French are taught, besides the other studies of a ladies’ college-course. In all but one, German is added to the French ; in two, Spanish also ; and in one, Italian forms a further addition to the course. Four have chemical laboratories; 6, philosophical apparatus or cabinet; 4, at least the beginnings of an art-gallery, and the same number some means for physical culture. One makes no report of any library ; one has 400 volumes ; the others from 1,000 to 3,000 volumes each. The following table exhibits, in brief form, the condition of the various institutions for superior instruction in the State : Statistical summary of universities and colleges. Names of universities and colleges. 1 Corps of instruction. I Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory, Collegiate. Amount of property of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Howard College _ _ _ 6 40 96 $75, 000 1, 000 Spring Hill College .... 22 *125 120, 000 si 000 Talladega College . 13 25 50 000 ! Southern University ... 6 - , - . 153 128 9oi ono $51,000 $5i, 000 $4, 000 $5, 500 2, 000 University of Alabama. 12 131 $450, 000 150, 000 300, 000 300, 000 24, 000 3, 000 * Students unclassified. 8 EEPOET OF THE COMMISSIONER OF EDUCATION. AGRICULTURAL AND MECHANICAL COLLEGE OF ALABAMA, AUBURN, LEE COUNTY. This institution was established by act of the State-legislature, under the congres¬ sional provision for the benefit of agriculture and the mechanic arts. The amount realized by the State from the sale of the lands donated by Congress for this purpose was $218,000. To this has been added, by donation from the trustees of the East Ala¬ bama College, at Auburn, in consideration of the establishment of the university at that place, all the buildings, property, and lands of said college, the value of such lands, (200 acres,) with the buildings, amounting to over $100,000. * The institution “ holds its leading object to be to afford the most thorough instruc¬ tion which its means will allow in the branches of learning pertaining to the industrial arts or necessary to the liberal and practical education of the industrial classes in the several pursuits or professions in life.” There are three sjiecial courses of study which are elective, namely, those of scientific agriculture, civil and mining engineering, and literature and science. There is also a required course of three years for all students, beginning with elementary studies and so arranged as to furnish training for the ac¬ tive business-concerns of life or for the special and higher courses of study pursued in the college. Military training. — Although military science is required to be and is taught in the in¬ stitution and the government and discipline are modeled after those of military schools, it is not made a leading object of the course, since the aim of the college is not to make proficients in arms, but simply to teach the tactics and improve both the health and bearing of the students. Free scholarshiijs. — Each county of the State is, by law, entitled to send two students to this college. During the first session of seven months, closed October 30, 1872, there were in at¬ tendance 103 students, of whom 6 graduated. The same numbers appear in the re¬ turns for 1873. Statistical summary of schools for professional instruction. AI.ABAMA INSTITUTION FOR THE DEAF, DUMB, AND BLIND. The annual appropriation for the support of this institution is said by the secretary, in his report for 187.3, to amount to $18,000. The buildings and grounds are reported by the president to be kept with a degsree of neatness and care seldom found anywhere, the groves and lawns improving in appearance yearly, the walks and carriage-ways graded, and drainage secured as far as there have been means to carry on the work. The garden and tillable lands have been cultivated and fertilized, and have produced abundant crops, the labor, except hauling, being all done by the male impils. The mechanical department, closed for want of means, was to be partially re-opened in October, 1873, competent teachers in this line having been secured. The whole number present last year was 70 ; for the year which ended September, 1873, 60. Of this last number 46 were mutes and 14 blind. In the mute-department 4 teachers have been employed ; in the blind, 2 — 1 in the intellectual, 1 in the musical instruc¬ tion. The advancement of the pupils is said to have been satisfactory — in several in¬ stances highly encouraging— though the appliances for the instruction of the blind are poor, there being no means to increase the supply of school-apparatus, maps, globes, &c., which, in their raised forms, are exiiensive. ALABAMA. 9 MISCELL.VNEOUS. The Industrial Home, near Mobile, the Church Home for Orphans, Mobile, and The Sheltering Arms, in the same city, an asylum for the indigent, are all institutions semi-educational in character, under the charge of churches of the Protestant-Episcopal communion ; but as no report has been received from them the extent of their educa¬ tional work cannot be stated. LIST OP SCHOOL-OFFICIALS IX iiL4BAMA. , MEMBERS OF THE STATE-BOARD OF EDUCATION. Hon. Joseph H. Speed, superintendent of public instruction, ex-officio, president, Montgomery, County. Name and district. Post-office. Dallas . J. H. Sears, first . Selma. W^ileov _ _ W. B. H. Howard, first . Camden. "nalA .... J. R Ard second .... _ _ _ _ ..... _ Ozark. ryPYIAVfl. . . G. M. T. Gibson second . . . . . . Geneva. T.ap 0. D. Smith, third . Opelika. Tallapoosa _ _ _ _ J. p. Oliver, third . . . . . . . Dadeville. Hale . John T. Poster, fourth . Greensboro’. St Clair . . . . L. F. Box, fifth . . . Ashville. Etowah . . . . W. N. Cowan, fifth . Gadsden. Lawrence . W. J. Smith, sixth . Town Creek. Walker _ A. H. McClung, sixth . Jasper. COUNTY- AND CITY-SUPERINTENDENTS. County and city. Name. Autauga. _ _ ........... _ _ John L. Alexander . "Rf^lrpr _ _ _ J. L. Williams . . . . . _ _ Howard Hall, sr . Barhonr _ _ _ _ _ B. B. Fields . Bibb . N. C. LaGrone . Blount .... _ _ _ ......... _ F. A. Hanna . . . Bullock _ _ .... _ _ ... _ H. G. McCall . Butler . . . . . J. M. Thigpen . . . Calhoun . J. C. McAuley . . Chambers ... _ - _ ..... _ T. W. Greer . Cherokee _ _ _ _ W. H. Lawrence . . . Choctaw . . ......... V. R. Williams . Clarke . . . . . . M. Ezell . . . Clay . . . . .... A. Williamson . ^ . Cleburne . N. G. Mallory . Coffee . . . . . . . Alfred McGee . . . . . . . Colbert . . . . M. C. Byrd . Conecuh . . . . . . W. J. Ledkins . . . Coosa . . . H. W. Pond . Covington . E. Mancill . Crenshaw ...... ... _ .... .1. .1. Bronson _ _ _ _ _ Dale . . . . W. H. Stuckey . . . . Dallas . . . . . P. D. Barker . . . De Kalb . P. B. Frazier . . . Elmore . . . . . W. P. Hannou . Escambia _ _ _ _ _ _ _ _ J. T. B. Foard . Etowah . . . . R. .T. C. Haile . . . .. Payette . B. P. Peters . Franklin . . . J. J. Rogers . Geneva . J. H. Reese . Greene . . W. G. McCracken . Hale . M. H. Yerby . . . Henry . . .T. A. Foster . . . Jackson . . . .1. J. Reason _ _ _ _ Jefferson . . . J. R. Rockett . Lauderdale . J. M. Weems . Lawrence . . . . . D.C. White . . .. . Lee . . . . . .1. F. Yarborough _ _ _ _ Limestone . T. S. Malone . . . Lowndes . . . . H. W. Caffey . Macon . H. C. Armstrong . . . Madison . A. W^. McCullough . . ... Marengo . George P. Ellis _ _ _ _ Marion . '. . Elisha Vickery . . . . Marshall . A. J. McDonald . . . . . Mobile . . . E. R. Dickson . . . . . Monroe . T. J. Emmons . . . Post-office. • Prattville. Hardy P. O., Dallas Co. Howard’s Wharf. Enfaula. Cehtreville. Bangor. Union Springs. Greenville., Oxford. Waverly. Centre. Butler. Suggsville. Hillabee. Chulafinnee. Elba. Tuscuinbia. Evergreen. Rockford. Andalusia. RutTedge. Ozark. Selma. Portersville. Wetumpka. Pollard. Gadsden. Payette C. H. Pleasant Site. Big Creek. Eutaw. Greenesboro’, Abbeville. Scottsboro’. Elyton. Florence. Moulton. Lochapoka. Athens. Benton. Notasulga. Huntsville. Linden. Pikeville. Guntensville. Mobile. Monroeville. 10 REPORT OF THE COMMISSIONER OF EDUCATION. List of school-officials, ^^c. — Continued. County and city. Name. Post-office. Montgomery. Somerville. Perryville, Bridgeville. Troy. Wedowee. "Pilri^ _ _ _ W. C. IVTenifee _ _ Randolpli _ ........... J. M. K. Guinn . . . . . . T?,iim«p11 _ _ _ _ _ J. M. Brannon . Seale. St Clair.......... _ .......... F. Dillon . . . . . . . Cropwell. Vernon. Sanford _ _ ... _ _ _ J. M. J. Guyton . . . . Shelby . D. Y. Wyatt' . . . L _ Helena. Snmter _ _ _ M. C. Kinnard . . . . . . Livingston. Talladega. Dadeville. Talladega _ .... _ _ ..... W. L. Lev/is . . . Talla.ponsa _ _ _ S. C. Oliver . . . Tuscaloosa _ ...... _ _ _ R. S. Cox . Tuscaloosa. Walker . J. C. Scott . . Jasper. St. Stephens. Camden. W^ashington. ........... _ _ _ J. A. Richardson . . . . . Wilcox _ _ .... B. D. Morrill . Winston . . . . James Hilton) . Houston. City of Montgomery _ _ H. C. Bush . . Montgomery. Selma. City of Selma _ _ _ W. C. Ward _ _ _ _ City of Rirmingham . . . L. H. Matthews . . . . . . . Birmingham. Eufaula. City of Rnfa.ula _ R. D. Bocke . . . ARKANSAS. 11 AESMAIVSAS. [From biennial report of Hon. Tboma.s Smith, State-superintendent of public instruction, for the term ended September 1, 1872, published in 1873.] FINANCIAL STATEMENT. Amount raised for imhlic schools. From State-scliool-tax of 1870 . $167,973 70 From district-tax of 1870 . . . 320,810 00 From State-school 'tax of 1871 . - . 212,376 Oo From district-tax of 1871 . 193, 089 71 Total receipts for 1871 and 1872 . . 894, 249 47 Amount expended. Teachers’ wages . $696, 881 85 Building school-houses and purchasing sites and houses . 76,610 06 Furniture, repairing school-houses, &o . . 46, 621 35 Paying school-trustees . . . 11,825 22 * Total expenditure for 1871 and 1872 . 970, 306 74 Balance on hand September 30, 1872 . 38, 684 14 SCHOOL-STATISTICS. Concerning these the State-superintendent remarks : “ The reports of the circuit-su¬ perintendents are so imperfect that it is utterly impossible to exhibit the- true condi¬ tion of education in the State.” Number of white children between 5 and 21 years, 1871 . 128,641 Number of colored children between 5 and 21 years, 1871 . 41,655 Total scholastic population for 1871 . . 196, 237 Number of white children between 5 and 21 years, 1872 . 96, 149 Number of colored children between 5 and 21 3^ears, 1872 . 16, 417 Total scholastic population for 1872 . 194, 314 Decrease from 1871 . : . 1, 923 Attendance. Number of white children attending school, 1871 . 56, 787 Number of colored children attending school, 1871 . 13, 210 Total attendance for 1871 . . . . . . . 69, 927 Number of white children attending school, 1872 . ' 20, 363 Number of colored children attending school, 1872 . 2, 500 Total attendance for 1872 . ' 32, 863 Decrease from 1871 . 37, 064 Teachers and teachers’ institutes. Number of teachers employed in 1871 . 2, 128 Number of teachers employed in 1872 . . . : . 2, 035 Decrease from 1871 . 93 All the figures in these statements are given as printed in the report. A glance will show that there is an error somewhere, the items as they stand really amounting to $831,938.-48 for expenditures, leaving an apparent balance of $62,310.99, instead of $38,684.14. The present State-supeiintendent thinks that this discrepancy may have arisen from an unmentioned item of the salaries of ten circuit- superintendents at $3,000 per annum, with their postage. 12 EEPORT OF THE COMMISSIONER OF EDUCATION. Whole amount paid teachers in 1871 . $424, 443 00 ‘Whole amount paid teachers in 1872 . 355, 624 90 Decrease from 1871 . 68, 818 10 Number of teachers holdino- first-grade-certificates, (1872) . 188 Number of teachers holding second-grade-certificates, (1872) . 423 Number of teachers holding third-grade-certificates, (1872) . 546 Number of teachers’ institutes held during 1871 . ^1 Number of teachers’ institutes held duriPg 1872 . 25 Decrease from 1871 . . . 6 Number attending institutes in 1871 . 651 Number attending institutes in 1872 . 323 Decrease from 1871 . . . 328 School-houses. Number of school-houses previous to 1871 . 1, 037 Value of school-houses previous to 1871 . $131,456 93 Number of school-houses erected during 1871 . 302 Value of school-houses erected during 1871 . . . . $67, 676 30 Number of school-houses erected during 1872 . 187 Value of school-houses erected during 1872 . $55, 913 50 Whole number of school-houses, September 30, 1872 . 1, 292 Number of school-houses with inclosed grounds . . 85 CONDITION OF PUBLIC SCHOOLS. At the date of the last report, (Seiitember 30, 1870,) the free-school-system had been in successful operation rather more than two years. During that time many difficul¬ ties had been surmounted: the prejudice which at first existed in the minds of the people, especially with regard to the education of colored children, had been overcome, and schools had been established in nearly all the counties iu the State ; many excel¬ lent teachers had been attracted from the older States, and vigorous efforts were being put forth to build suitable school-houses and keep schools open for a longer time than three months during the year. During the years 1871 and 1872 various influences and agencies have operated most disastrously against the free-school-system, so that it has been not only greatlj^ hin¬ dered and embarrassed, but well-nigh destroyed ; and the vigorous growth of popular sentiment in favor of the system has declined into almost total indifference. WANT OF FUNDS. One of the chief causes of this state of things has been the want of adequate funds, occasioned, in great measure, by the action of the legislature in limiting the amount of local tax that might be levied in country districts to one-half of 1 per cent, and in cities and towns to three-fourths of 1 x)er cent, on the taxable property of the district. In many neighborhoods no provision for schools had previously existed, and consider¬ able expense was necessarily incurred in getting them ihto operation for the first time. The people, however, relying on the provisions of the constitution for “ levying such tax as may be deemed proper” to make up deficiencies in the public-school-fuud, zealously engaged in the work and incurred the liability, expecting, by imposing on themselves a little heavier tax for a year or two, to be able to liquidate their indebtedness and still carry on their schools. In a few instances, jierhajis through ignorance and inex¬ perience in such matters, an exorbitant rate of taxation was authorized by district- meetings. This excess was seized upon by the enemies of free schools and exaggerated to such an extent as to induce the legislature to limit the amount of local tax. In ad¬ dition to this, the legislature authorized the issue of interest-bearing certificates and made them receivable for school-taxes.* TEACHERS PAID IN DEPRECIATED SCRIP. The payment of the school-fund in this depreciated paper, worth but little more dur¬ ing the past year than half its iiar value, with the curtailment of local taxation, so * A decision of the supreme court, in its session of January, 1873, puts an end to this abuse hy de- clariugthat these taxes must be paid in currency. This, if carried out, will add about two-fifths to the school-fuud of each county and enable the authorities to do justice to the teachers they engage. ARKANSAS. 13 crippled a large portion of tlie school-districts that it was impossible for them to sup¬ port even a three-months school ; and teachers receiving their pay in scrip, and finding that they could not dispose of it except at a ruinons discount, left the State. The schools have thus lost many of their most valuable teachers.. The opinion is expressed that, as the chief dependence for the support of schools in the several districts must, until the State-fund shall become mnfth larger than at pre¬ sent, be on local taxation, by the voluntary action of the people, as few restraints as possible should be imposed on this action. It is strongly urged that the act restricting the amount of local tax to be levied be repealed, and that there be a provision of law that these taxes be collected and paid over in current funds. An opposite condition has brought ruin and discredit on the free-school-system in many counties of the State. SCHOOL-REVENUES AND SCHOOL-FUND. As the law now stands, there is a levy of one-fifth of 1 per cent, by the State for school purposes, which is collected and paid into the State-treasury as other State- taxes are ; and this, together with the accrued interest on the vested school-fund and the poll-tax, is apportioned to the several counties according to the number of children of school age, leaving the people of the several school districts at liberty, within certain limits, to levy a local tax for the additional support of schools. All fines, penalties, forfeitures, &c., belong to the common-sehool-fund ; but the ar¬ rangements for their collection are not satisfactory, and but a small portion of the fines reaches the State-treasury. Of the two townships of laud originally granted for the purpose of establishing a seminary, but afterward appropriated for the benefit of the common schools in the State, about 1,000 acres remain unsold. The remainder has been disposed of at the price of $4 per acre, on a credit of one, two, three, four, and five years from date of §ale, the notes bearing interest at the rate of 10 j)er cent, per annum. The outstanding amount of principal of the notes given for these lauds was, in 1870, about $35,000. Of the seventy-two sections of saline lands, about 20,000 acres remain unsold. The remainder was sold at about $1.25 per acre. The umount of the notes given for these lauds was, in 1870, about $10,000. DIVERSION OF SCHOOL-FUND TO OTHER PURPOSES. The last distribution of the funds arising from the seminary and saline lands was in January, 1861. After that date most of the money coming from these funds was appro¬ priated for general State-ex]3enditures. There was thus transferred to the general rev¬ enue from the seminary-fund $7,260.81 and from the saline-fund $4,633.13. In view of these facts the question arises whether the State should not be considered as indebted to these funds for the amounts thus diverted from their legitimate object. Of the 928,000 acres of the sixteenth-section-lauds, about 122,000 have been sold and patents granted by the State. A large quantity was sold that has not been paid for and for which no patents have been issued. The claims of the State, in the form of notes and bonds for school-lands sold and moneys loaned, amount, perhaps, with the accrued interest, to half a million of dollars. Strenuous efforts have been made to secure the collection of these outstanding claims as far as possible. Where purchasers of laud make no effort to settle their indebtedness, steps are being taken to forfeit the pur¬ chases and take possession of the lands on the part of the State. Efforts are also being made to collect a reasonable rental for the time improved lands have been occupied by parties failing to comply with their contracts of purchase. The taxes collected on lands belonging to the sixteenth sections should be paid into the common-school-fund, but for several years past have been merged in the general reve¬ nue of the State. The question hence arises whether the State does not stand indebted to the school-fund in an amount equal to the sum of taxes thus misapplied. The amount of permanent school-fund on hand October 1, 1872, was : In United States currency . $14,510 84 In 5-20 United States bonds . . . 24, 186 25 In State-scrip . 56,804 22 Total . 95,501 31 Amount of common-school-fund : \ In United States currency . $3, 024 24 In State scrip . • . 36, 852 51 Total . 39,876 75 PEABODY FUND. Among the educational agencies of the State special mention is made of the aid af¬ forded by Dr. Sears, agent of the Peabody educational fund. The donations to differ¬ ent schools during the past year amounted altogether to $8,950. 14 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERINTENDENCE. The plan of county-supervision has been much discussed and seems to he gaining in favor. It is believed, however, that this system, though well adapted to older States, will not, for the present, subserve the educational interests of Arkansas nearly so well as circuit-supervision iiroperly carried out. It is admitted that the latter system has, from various causes, been made productive of but little good, if not of positive evil. So great were the complaints that both political parties in the recent camj)aign deemed it politic to make special reference to it in their platforms. This failure, however, is ascribed rather to abuses of the system than to the faults of the system itself. It is suggested that the circuit-superintendents be made more directly responsible to the people or to the head of the school-department ; also, that the school-law be so amended as to prevent their de.voting their time to other business, and to exact more rigidly a thorough and punctual discharge of their official duties. The superintendent remarks that, although the want of efficiency on the part of circuit-superintendents has un¬ doubtedly been one cause of failure in the school- work, still, no energj^ that might have been put forth by these officers could have compensated entirely for the severe blow the system received from causes previously mentioned. EDUCATIONAL JOURNAL. , The Arkansas Journal of Education, edited by the State-superintendent, has been in existence three years and has proved a valuable auxiliary. Its induence has been widely felt, creating a public sentiment in favor of the free-school-system and prompt¬ ing teachers to professional excellence and pride. It has, as yet, received no aid from the State, not even pay for jiublishiug official advertisements. Something in the way of financial aid is needed to make the enterprise successful. SCHOOLS IN CITIES AND TOWNS. Fifteen cities and towns have organized under the special act “ for the better regula¬ tion of schools in cities and towns, approved February 4, 1869. In these several places a board of directors has been elected and the schools put in operation under the pro¬ visions of said act. No official reports from these districts have been received, but in most, if not all of them, the schools are believed to be doing reasonably well. In the city of Little Rock, especially, they are pronounced a decided success, though the man¬ agement by the school-board is regarded by many as extravagant. ANOTHER VIEW OF EDUCATIONAL EMBARRASSMENTS. Hon. J. C. Corbin, present State-superintendent of public instruction, gives the fol¬ lowing additional view of the difficulties under which the public-school-system is laboring. His testimony both corroborates the statements made in the published report of Superintendent Smith and gives later information, his communication bearing date November 15, 1873. He says : “ The condition of the schools generally is not hopeful, and the cause is easily under¬ stood. It is as follows : In all cases where the contrary is not directly stated, the word ‘dollar,’ in a statute of Arkansas, means not the old dollar spoken of in our arithmetics, which was equal in value to one hundred cents, but so much State-scrip or treasurer’s certificates on bank-note-paper, which, for the last three months, has been worth only from 35 to 45 cents on the dollar. A portion of the State and local taxes is paid in United States currency ; but such is the laxity of the laws that when it is paid out it is almost invariably State-scrip. This not only deprives the schools of a large propor¬ tion of their legitimate resources, but exasperates the people and impoverishes the teachers, so that those of superior grade cannot easily be obtained or retained, and the effect upon the imblic schools is almost fatal.” DISTRIBUTABLE FUND DIMINISHED. “Heretofore, under the law, the State superintendent has twice a year apportioned among the various counties what is usually termed ‘ the distributable school-fund.’ This fund was composed of the proceeds of the three following items, viz : “(a) The State tax qf two mills on the dollar. “(/>) Per-capitatax. “ (c) Six per cent, interest paid by the State for the use of the permanent school- fund. “ The total of- these three items, constituting the distributable fund for the last appor¬ tionment, amounted to about $210,000, which was apportioned according to the school- law. But the last general assembly incorporated in the / general-revenue-law’ a section denying to the State-auditor any power to draw a warrant for the benefit of common schools on ‘ the general revenue of the State,’ and the attorney-general decided that this cut off the item ‘a,’ which constituted about three-fourths of the distributable ARKANSAS. 15 fund, and left $55,000 in State-scrip, at 35 per cent., as the only amount for which the auditor could draw his warrants. Several of the county-treasurers, as custodians of the apportioned fund, propose to go into the supreme court and apply for a mandamus to compel the auditor to draw his warrants for the full amount apportioned, hut with little prospect of success.” ‘‘ But in reality the paying out of the distributable fund would have been of but little benefit to the schools, as the throwing of $210,000 in State scrip on a market already glutted with that security would have reduced its value to almost nothing, for during the last few mouths very often there was ‘no sale’ at any figures for even so small an amount as two or three thousand dollars.” PROVISIONS OF NEW SCHOOL-LAW. “ The last general assembly repealed the old and enacted a new school-law. The new law is substantially the same as the old, with but few changes, but these few changes were of a very important character : “(1) Under the old law the various school-districts had the power to tax themselves as heavily as they chose for school-purposes ; the new law fixed the maximum of local taxation at five mills. “(2) Under the old law the schools were managed by ten circuit-superintendents, who also constituted the State-board of education. The new law provides for county- superintendents, and makes the board of trustees of the Arkansas Industrial University the State-board of education. The first set of county-superintendents was, under the law, appointed by the governor, upon the recommendation of the State-superintendent ; the succeeding sets are to be elected by an annual convention of the school-trustees of each county. The salary of the county-superintendents is to be fixed by the county- boards of supervisors, and is to be from $300 to $500, payable, I presume, in county- scrip. Despite the small salary, the county-superintendents are, almost universally, men of high character and, in many cases, of fine scholarship. “ (3) Under the old law a school-trustee received as compensation for his services $2 per day for every day ‘ actually and necessarily spent ’ in his ofiacial duties ; under the new the only comiiensation he receives is being exempted from working on the roads and from serving on juries. “ (4) Another matter affecting the schools very materially was the creation by the last legislature of nine new counties, thereby dividing some fifty or sixty of the old school- districts. Besides this, the . boundaries of quite a number of the other counties were changed, by which a still larger number of the districts was affected, as, under the law, a school-district must be entirely comprised in one county. The amount of confusion that has resulted from this cause is almost incalculable. “ (5) The depreciation in the State-securities and the fact that they have almost no market-value abroad render it difiicult for even the State-superintendent to obtain such stationery (for instance, school-registers) as, from the fact of its being copyright- property, can be purchased only from the owners. “ (6) The difficulty last specified is increased by the meager appropriation for car¬ rying on school-operations, made by the last general assembly. The aj)propriations were made on the presumption of an advance in the value of State-scrip ; but, instead, there has been a material decline. “It would not, perhaps, be correct to conclude from the above statement that our schools are in an absolutely hopeless condition, as I am satisfied that a large portion of the people of Arkansas are friends of common schools and that the numbers of this class are continually increasing.” INTEREST FELT IN COMMON SCHOOLS. “ The common-school-law and the condition of our public-school-system are attract¬ ing a great amount of attention from our best minds, and I confidently hope that our next general assembly will -be prepared to act in such a manner as to remedy the de¬ fects of the former and insure the prosperity of the latter. Any improvement in the financial condition of the State will produce a corresponding one in the schools, and such improvement is hoped for.” UNIVERSITIES AND COLLEGES. Unlike most of her sister-States in the West and South, Arkansas has hitherto been without a recognized State university. The Industrial University, opened in 1872, gives good promise of usefulness and may become the head of the educational system of the State. Besides this, the only institutions for collegiate culture at present ex¬ isting appear to be Cane Hill College, Boonsboro’, and St. John’s College, Little Rock. At Cane Hill, the professors in the college teach also the students in the xirepara- tory school, so that the instruction is uniform throughout. St. John’s is under the care of the Masonic fraternity and devoted mainly to the ed¬ ucation of the children of its members. It suffered much from the disastrous influ¬ ences of the war and is only beginning to recover from these. 16 REPORT OF THE COMMISSIONER OF EDUCATION. The table here given shows the main points reported by the two, illustrative of their condition : Statistical summary of colleges. 1 1 Cl. ' 'S o Number of students. Corporate property, &c. Preparatory. Collegiate. Amount of property of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. |leceipts for last year from all other sources. .... 101 50 23 71 $5, 000 50, 000 $105, 000 $35, 000 $3, 500 $6, 500 Names of colleges. Cane Hill College . St.John’s College. .3 I 101 100 Arkansas College, Batesville, although chartered as a college in 1872, still exists only as a preparatory school. THE INDUSTRIAL UNIVERSITY. This institution, from its large endowment and fair prospect of continued State-aid, stands so prominently forth above the struggling and enfeebled colleges as to deserve special notice. Established in accordance with an act of Congress, making a grant of 150,000 acres of land as an endowment for it, and in accordaoce with an act of the general assembly, passed to effect the object of this grant, its leading purpose is to teach such branches of learning as are related to agriculture and the mechanic arts, and thus promote the liberal education of the industrial classes in the several pursuits of life. In its circular for 1873-74, its full aims are said to be : (1) to impart a knowl¬ edge of science and its application to the arts of life ; (2) to afford to students that may desire it flie benefit of manual labor, not so much to lessen expenses as to preserve health and cultivate a taste for agriculture and mechanic employments ; (3) to prosecute ex¬ periments for the promotion of both garden- and field-culture; (4) to provide thq means of instruction in military science; and (5) to afford the opportunity for a general and thorough education, classical as well as scientific, not inferior to that in the best colleges. The location of the university is within the corporate limits of the town of Fayette¬ ville, Washington County, within the Pea Ridge region, one of the most salubrious, beautiful, and fertile portions of the State. Here, on an ample domain, bestowed upon the institution by the citizens, buildiugs have been erected to accommodate' 300. stu¬ dents, while contracts have been entered into for a noble permanent edifice five stories high and 214 feet in length, with wings 122 feet in depth. This is to be completed by September, 1875, and will afford accommodai.tion for 700 students. The trustees have made XDrovision for 237 beneficiary scholarships, which will enti¬ tle those admitted to them to four years’ free tuition. These are to be apportioned to the several counties according to their population. A normal department, with two courses, one of three and one of two years, is open in the university to male students of 16 and females of 14 years of age, of good character, who can jJass a satisfactory examination in the common English branches. Those who will enter into a written obligation to teach in the common schools of the State for the two years succeeding the completion of their course are admitted free of tuition. The university proper is to embrace four colleges, with thirteen subordiuate schools, as follows : I. The college of agriculture, including (1) the school of agriculture and (2) the school of horticulture. II. The college of engineering, including (1) the school of mechanical engineering, (2) that of mining engineering, (3) that of civil engiueeriug, (4) that of architecture. HI. The college of natural science, including (1) the school of chemistry — agricultural, technologic, pharmaceutic, and metallurgic — and (2) the school of natural history. IV. The college of general science and literature, including (1) the school of English and modern languages and literature, (2) the school of ancient languages and literature, and (3) the school of mathematics. This college includes also courses in natural history and chemistry, in history and social science, and in mental and moral philosophy. “A preparatory department has been established in co inection with the university, wnth a full course of five years.” Besides the above colleges and schools there will be (1) the school of military sci¬ ence and (2) the school of commerce. In accordance with this outline there have been appointed, for the year 1873-’74, the following professors and instructors: (1) A president and professor of mental and moral philosoiihy, (2) a professor of ancient languages and literature, (3) a professor of theoretical and applied chemistry, (4) a professor of mathematics and engineering, (5) ARKANSAS 17 a professor of military science and tactics, (6) a professor of practical and theoretical agricnltnre and horticulture, (7 ) a principal of the uoruial department, (8) a prece[)tiess in the same, (9) an instructress oftlie training-school connected with this department, and (10) a professor of music. Stalistical summary of Arlcaimas Industrial Univerdfy. Name of school for pro¬ fessional iostructioD. n o .9 o a. o O Endowed professorships. Number of students. Corporate property, &,c. Number of vo’umes in iibriiiy. Preparatory. Scientific. Amount of property of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OF SCIENCE. Arkansas Industrial University . 6 .... 188 40 $225, 000 .$130, COO $130, 000 $10,400 .$50, 000 150 * Buildings not yet completed. ARKANSAS INSTITUTE FOR THE BLIND. Located at Little Rock, five acres of ground have been purchased for the institution, and a substantial brick-building has been erected. The number of blind persons that have received instruction during the last two sessions is oO. The number in the insti¬ tution, October 1, 1872, was 41 — males 13, females 28. The institution is open to both white and colored persons. The school has a good assortment of apparatus and the pupils are reported as making excellent progress. The school is in a healthy and pros¬ perous condition. Fifty pupils are reported as receiving instruction in the last two sessions, 41 being on the list at one time, about as many as the building will accommodate. Larger ac¬ commodations are called for, as there are 187 blind persons in the State of legal age to be in the institution. All the pupils, embracing males and females from early child¬ hood to full manhood and womanhood — the white and colored in separate divisions — are taught not only primary and high-school branches of instruction, with vocal and instru¬ mental music, but also handicraft to both sexes. They are taught thus to be a help and comfort to their families, instead of a burden and a care, while their individual capacities for happiness and usefulness are of course immeasurably enlarged. ARKANSAS DEAF-MUTE INSTITUTE. This school is located a short distance from the city of Little Rock. The number of pupils in 1873 was 72 — males 39, females 33. The buildings are sufficient for the accommodation of only about 75, and it is desirable that steps should be at once taken to increase their capacity, as at least twice that number in the State require instruc¬ tion. The school is in charge of a corps of competent teachers and the pupils are re¬ ported to be making good progress. For two years there has been no change of principal, matron, or teacher, though one teacher has been added to the list. As a school the inmates are appropriately classified, each class having its own teach¬ er, an arrangement which secures greater attachment between teacher and pupil, as well as greater general progress. Manual labor is taught, together with the sign-lan¬ guage and the usual branches in the public schools, every effort being made to improve, not the mind only, but the character, the efforts often issuing in a gladdening success. PROPOSED AMENDMENT OF SCHOOL-LAW. At a meeting of the board of education, held January 13, 1873, a committee of four was appointed — the State-superintendent being one — to prepare and submit to the gene¬ ral assembly such amendments to the existing school-law as should be found or thought to be necessary. PROPOSED NORMAL SCHOOL FOR COLORED PEOPLE. At the same meeting it was resolved that, whereas an industrial university was lo¬ cated on one border of the State, while the colored population was almost exclusively on the opposite border, it should be recommended to the State to establish a normal school at some point convenient for the colored masses of the State and for the special benefit of that class of citizens. 2 E 18 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL- OFFICIALS IN ARKANSAS. Hon. J. C. COKEIN, Slate- superintendent of public instruction, Little Rock. COUNTY-SUPERINTENDENTS. County. Name. Post-ofiice. De Witt. R. S. Curry . Hamburg. ^Mountain Home. J. W. Hobbs . Bentonville. W^arren. John W. Wofford . Lead Hill. Hampton. Carrollton. Lake Village. Arkadelphia. Corning. J. T. Story . . Springfield. John D. Hillis . Jonesboro’. Van Buren. IMariou. Wittsburg. Princeton. Laconia. Toledo. Charles W. Preddy . Monticello. Conway Station. W. H. Martin . Ozark. Salem. Henrv P. Smith . . . Hot Springs. Sandy Springs. Gainsville. Washington. Hot Springs . Hugh lUcCallum . Rock port. Howard _ _ _ _ _ W. P. McDonald . Center Point. Independence . . . ... William H. Bayne . . . . . Batesville. Izard _ _ _ _ _ _ _ J. 'M. Stackpole . . . . Mount Olive. Jackson _ _ _ _ .... _ _ _ ... W. A. Monroe . . . Jacksonport. Jefferson _ _ _ _ _ M. W. Martin . Pine Bluff. Johnson _ _ _ .... _ _ _ _ J. C. Littlepage . . . Clarksville. Lataj'ette ... _ _ ... _ .... N. T. Little . Lewisville. Liiwrenco . . Jasper N. Hillhouse . Powhatan. T.en _ _ _ J. T. Lamm . Mariana. T, in coin _ _ D. H. Rosseau . Star City. T .ittlft River _ _ Charles B. Wells . Rocky Comfort. I .nnnkfi _ _ _ _ _ John S. Spinks . . . Lonoke. IVTndison _ _ Lee Prather . Huntsville. Marion _ _ _ _ James R. Dowd . . . Sherman. isswixsippi .. . . . . Leon Roussan . . . . Osceola. "Monroo _ _ _ H. E. Pmu . Clarendon. Montgomery _ _ ... _ _ _ _ Z. L. Cotton . . . Mount Ida. Nevada, _ _ W. H. Prescott . . . . Rosston. Newton _ _ John W. Coen, . J Hsper. ■ Onachita _ _ M. A. Elliott . . . Camden. Perry _ _ _ J. L. W. Mathew s . . . . Perryville. Phillips _ _ ... _ ...... Maurice Savage . . . . Helena. Pike . Moses Hyde . Murfreesboro’. Poinsett. _ _ _ _ _ ... _ John H. Levesque . Harrisburg. Polk . S. H. Kelly . Dallas. Rnhert W. Mose.s _ _ Russellville. Prairie. .... _ ... _ _ _ _ _ M, /.I. Yeakle . Prairie Centre. Pulaski _ _ _ _ _ ..... Dickison Brugman . Little Rock. Randolph _ _ .......... _ J. C. Putnam . Pocahontas. Sr,. Francis _ ... _ _ _ Samuel Liddell . . Forrest City. . Saline _ _ _ _ _ _ _ _ _ Finis Leach . . . Benton. Ss^rhpr . . . . J. F. Allen . Ellsworth. Scott . H. Palmer . Waldron. Searcy . . . . H. N. Davis . Lebanon, Sebastian . . . William M. Colby . Fort Smith. Sevier _ _ _ _ _ _ H. H. Cleary . . Locksburg. : Sliarp . - . - _ _ Samuel D.avidson . . . . . Evening Shade. Stone _ _ _ John F. Patterson . . . Riggsville. 1 Inion _ _ _ W. H. Goodwin . El Dorado. Van Buren . Peter A. Moses . Quitman. Washington _ _ _ _ _ George Grace . Fayetteville. White . Leroy Bates . . . . . Judsonia. Woodruff . Frank VV. Meyers . . . Augusta. •.Yell . •Tolin Piper . . . Dardanelle. CALIFORNIA. 19 CAff^IFOSSMIA. [From report of Hon. Henry N. Bolauder, State superintendent of public instruction, for the scholastic year ended June 3J, 1873, and from other sources, prepared by Mrs. S. B. Cooper, San Francisco, California ] FINAIMCIAL STATEMENT. Receipts. 1872. 1873. From State-apportionments . . . . . . . . ... 1424, 021 85 $430, 219 60 6. 6o3 71 1, 179, 01 2 45 T?! nvpr 1 ?<7 1 . _ _ _ .... _ _ _ *Pr<^rn Pf^’iTity-nnpnrt^o'niTiPTifs? . _ _ _ _ _ _ - _ _ _ 988, 636 21 Increase over 187 1 _ _ _ _ _ _ _ _ _ _ _ 289,449 59 352, 52J 05 From district-taxes _ _ .... _ _ _ ...... _ _ ... _ _ 261, 306 90 Increase over 187 1....... _ _ _ _ _ _ _ _ _ _ 218,259 12 From rate-bills, subscriptions, and miscellaneous sources . Increase over 1871 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 232, 075 22 310,502 30 98, 350 70 2, 551, 799 07 667, 192 23 Total receipts, including balance on hand. _ _ _ ... _ 2, 131, 783 58 Incr'^ase over 1871 _ _ _ _ _ _ _ _ _ _ _ _ Expenditures. 1872. 1873. For teachers’ salaries . . _ _ _ _ _ $1, 282, 799 15 277, 900 99 30,513 67 290, 119 01 $1, 434, 366 93 2 / 5, (h 4 i 0 29,245 18 374, 069 44 For rent, repairs, fuel, and contingent expenses . For school-libraries and apparatus _ _ _ _ _ _ _ _ _ _ _ _ For sites, buildings and school-furniture _ ... _ _ _ ......... _ Total expenditure for school-purposes _ _ _ _ _ _ _ 1, 881, .332 82 2, 113, 356 25 412, 147 G7 Increase over 1871. _ _ ..... _ _ _ _ _ .... _ ..... _ 1872. 1873. SCHOOL-POPULATION. Number of white children between 5 and 15 _ _ _ _ ................... _ 135,198 874 1,279 139, 596 944 1,070 Number of colored children between .5 and 15. _ ... _ _ _ .............. Number of Indian children between 5 and 15 . . . . Total . 137, 351 141,610 11,494 Increase since 1871 . . . . . . . SCHOOL-ATTENDANCE. Number of white children attending public schools at some time in year . 92, 255 385 144 97,018 458 205 Number of colored children attending jmblic schools at some time in year . Number of Indian children attending public schools at some time in year . Total . 92, 784 97, 681 14, 053 Increase over 1871 . . . Average number of censu’-’*children belonging to public schools . . . 72, 972 65, 709 67. 55 53. 13 47. 83 13, 787 78, .395 69.461 68. 96 55. 35 49. (.5 12, 507 3,017 Average number of census-children attending daily . Percentage of the total number enrolled . . Percentage of the average number belonging . Percentage of the daily attendance . Number of pupils in private schools . Decrease in these since 1871 . . . . . TEACHERS AND TEACHERS’ PAY. Number of male teachers . _ 881 1,420 882 1,454 Number of female teachers . . . . . Total number of teachers . . . . . 2 ;tni i 9 tiTfi Increase from 1871 . ’284 Average pay per month for males, $84. 28 ; for females, $63. 37. 20 REPORT OF THE COMMISSIONER OF EDUCATION. 1872. 1873. STATISTICS OF SCHOOLS. Whole number of school-districts . 1, 39.5 1,462 136 637 825 465 761 642 1, 868 3L8 Increase over 1871 . Number of districts maintaining schools eight months or over . Number of districts maintaining schools less than eight months . Number of lirst-grade-schools . . 318 643 693 1,654 Number of second-grade-schools . . . . . Number of third-grade-schools . . . . . Total number of schools _ _ _ Increase over 1871 . . . . . . .... COMPULSORY EDUCATION. lu his report upon the condition and progress of the public schools of the State, Super¬ intendent Bolander has given special attention to the collecting and collating of data necessary to the consideration of two questions, to which he calls the serious attention of the people and legislature of California. The first, one of the most important school-questions of modern times, he states as follows : “ How shall we arrest the evils of non-attendance and truancy and secure to every child of the State the rights and benefits of education “ From a carefully-compiled table of statistics, showing the attendance at public and private schools and the non- attendance and truancy of census-children for a period of eight years, two facts are brouglit prominently to view, viz, the steadily increasing popularity of public schools with the better portion of the people and the almost inappreciable abatement of the evils of non-attendance and truancy on the part of children that most need them.” PUPILS CHANGING FROM PRIVATE TO PUBLIC SCHOOLS. “ In eight years the attendance at private schools has decreased 21.08 per cent., and 15,294 children, in a total of 141,610, have been transferred from private to public schools. No greater tribute could be paid to the popularity of our public-school- system.” INCREASED RATIO OF NON-ATTENDANCE. “ But, while we are steadily gaining for our public schools the support of those who were at first opposed to them or indifferent, we have signally failed to impress that large class of people who, through self-interest, carelessness, or ignorance, ignore the claims of their children to the rights and benefits of at least a common-school-educa¬ tion. To have reduced in eight years the non-attendance only 3.38 per cent., or by 4,786 in a total of 141,610, and to find that truancy has increased 2.24 per cent., and now amounts to 19,259 in a total of 141,610, is a very discouraging showing for the State.” To the question “ What is the remedy ?” the superintendent replies : “Admitted that education forms the only secure foundation and bulwark of a repub¬ lican form of government, if not of every form of government ; admitted that the uni¬ versality of education becomes thus of vital importance to the State; and ad¬ mitted "that the exigencies of the case not only empower, but compel, the State to provide all the facilities necessary to enable every child to acquire at least a coiumon-school-education, and we are forced to the conclusion that it is not only the privilege but the duty of the State to compel every parent to bestow u^ion his children at least the education which the State places within his reach.” TEACHERS’ CERTIFICATES. On entering upon his official duties, the State-superintendent appointed a State- board of examination, composed of teachers who were residents of San Francisco. The business of this board was transacted very satisfactorily until the office of the State- superintendent was removed to Sacramento. Then meetings became irregular, and delays almost necessarily occurred in the dispatch of business. The superintendent, hence, had to re-organize the board by appointing teachers resident at Sacramento. Of this board he is, ex officio, chairman, and to his office all applications for State-certifi¬ cates or diplomas must bo sent. The qualifications of the higher class of teachers come thus under his observation and he has an opportunity to select the best material for his purposes. THE SUPPORT OP OUR COMMON SCHOOLS. The second question to which Superintendent Bolander calls attention relates to the ways and means of providing for every district of the State sufficient and equal educa- CALIFORNIA. 21 tioual advantages. The summaries of statistical information show that, of the 1,462 school-districts in the State in 1873, only 637, or 43.57 cent., maintained x^nhlic schools for eight mouths or more, and the remainder, 825 districts, or 56.43 x>er cent., maintained them for less than eight months. Thus, while in the centers of wealth and population the children have the advantages of a full year’s instruction, for the more remote and si^arsely-settled districts of the State the present system proves wholly in¬ adequate, since many districts can maintain schools only from three to six mouths in the year. Luring these short schoohterms the pux)ils of such schools only get fairly started in their studies, and, after a ruinous interval, come back to commence again, too often at the former starting-place. DEFECTS OF THE PRESENT SYSTEM. The present system goes even further in its injustice : it determines when a district is to be thrust without the x^ale of the commou-school-system ; for, should the number of census-children fall below a certain figure — twenty for some counties, up to as high as thirty for others — the i^reseut system does not x^rovide funds enough to supx)ort in the district a school for three mouths in every year. Over a hundred districts in the State are thus stricken from the list of school-districts under the law, and this when in many counties the maximum rate allowed by law is levied for school-purposes and when in every county more than the minimum amount of county-school-mouey is raised. As the school law stands at present, the xiublic schools derive their funds, first, from State ax^portionmeuts, theamouuts of which, per census-child, are decreasing in propor¬ tion to the increase in the number of census-children ; secondly, from county-apportion¬ ments, yielding in many counties the largest amounts which the law allows or the peo- X)le well can bear ; thirdly, from special taxes voted by the district. The superintendent, in considering the disabilities of the law, esteems it not so much inadequate as discriminating most unjustly against the thinly-xmpulated districts of the State in not x^rovidiug for an equitable apportioning of the funds. At x^reseut, the number of census-children belonging to a district determines the amount of funds ap- Xmrtioned to the district, while within a certain limit the number of census- children does not determine the exx^enses of maintaining a public school : as, for instance, one district may have fifteen census-children, another fifty, still the same amount is need¬ ed by each district to maintain a school for a definite length of time ; yet the former district may not obtain funds for a three-months school, while the latter, x>erhaps, re¬ ceives enough for an eight-mouths school. In short, the largest schools, the best schools, the best teachers, and the best and most complete furniture, apparatus, and library are given to the district having a sufficient number of census-children, while a district wanting these is x5rox:)ortioually curtailed in its educational facilities. Now, excex^t there is an inherent right in numbers to warrant it, such discrimination is a blot upon the school-system, and should if x^ossible, be immediately removed, or the system fails in the object by reason of which alone it can claim recognition and support, for that object is surely the free and equal education of all the children of the State. REMEDY PROPOSED. To get at the matter in the most feasible way, Sux^erintendent Bolauder xn’oposes the following method of apportioning Sffite- and couuty-school-fuuds, viz : “ Thatfor every hundred census-children, or fraction thereof, one teacher be allowed to a district, and for every teacher a certain amount of school-funds.” In axiportioning according to the number of ceusus-chiidren, he would take as a basis the number of census-childreu rex^- resented by the average attendance at school, not as between counties, but ax^plied only to the districts of a county, so that no injustice be done to those counties which con¬ tribute more toward the school-fund than they receive in ax)portionnients ; for the fact is, no matter how accounted for, that the average attendance is less than the num¬ ber of ceusus-chiidren in x>i'OX)ortion to the density of pox)ulation and the length of school-terms. REPORT OF THE STATE NOItMAL SCHOOL. Number of pupils in attendance, aside from training-school, 118. The board of trus¬ tees have ordered an addition to the training-school of two classes of 40 each. The at¬ tendance now for the mouth is 40. In addition to the studies x^rescribed for the senior- year, the seniors are studying Methods of Teaching, devoting one exercise each day to xmrely x^rofessional preparation. The trustees liave determined to connect with the institution a x^rex^aratory class. Provision has also been made for a post-graduate- conrse, ox)en to graduates of this or other normal schools, high schools, colleges, or academies who may x>resent satisfactory evidence of having taught successfully for one year. The instruction here will be, in the main, x>rofessioual, and to those graduating from this class a x^rofessional diploma will be granted. This course will atford to teachers an opportunity to review their studies, to become acquainted with the most approved methods of instruction, and, by the aid of the apx>aratus with which the school is to be supt^Rcd, become more familiar with the means of scientific illustration. 22 REPORT OF THE COMMISSIONER OF EDUCATION. SAN FRANCISCO. The scliool-accommodatioTis of this city comprise 46 school-buildings, many of which are substantial, commodious, aud handsome edifices, with all the modern improvemencs in school-architecture. Besides these, the department has 56 rented rooms. The avei'age number of pupils belonging to public schools is 19,720 ; number of teachers em¬ ployed in the department, 506, at salaries amounting to $455,976.27. The total annual ex]ienditure for school-purposes was $607,889.34; annual cost per pupil for tuition, $;i3.12. The estimated expenditures for the coming year are put down at $671,000. The estimated cost of additional school-buildings, which are needed at once, is $.152,500. About 3,000 ])n]>ils now in attendance at the public schools have to be accommodated in rented buildings, at an advanced rate of tuition per pupil. Superintendent Widber, in his late report, says : To provide accommodation for these pupils, application ouyht to bo made to the legislature for authority to issue bonds to the amount of $300,060, l)ayable in twenty or thirty years. To prevent the necessity of having to rent in the future, an annual building-fund of about $60,000 ought to be provided, in order to ac¬ commodate the yearly increase of school-children.” Commravvfe vumher taught. — The estimated population of the city is 175,000 ; whole number of children under 15 years of age, according to the last school-census, is 54,469 ; Avholc number between (> and 15, (legal school-age,) 32,387 ; average number belonging to public scliools, 19,720; number attending private and church-schools, 5,285 — making the total of 25,948 attending school, leaving the approximate number not attending any school, 5,000. Examinations. — From the annual report of Deputy-Superintendent Swett the follow¬ ing information in regard to the schools is collated : Two trial-examinations of all the classes of the grammar-grades were held during the year. These examinations wnvre held in v/riting, on questions prepared by the deputy- superintendent. As a general rule the classes acquitted themselves admirably and the results stimuhited the pupils to greater earnestness i i study. A thorough system of oral examinations by experienced examiners has also been pursued during the past year, with the most satisfactory results. Detailed reports in writing "were made to the committee concerning the standing of each CjUSs in the more important studies, the general order and discipline of the class, and the apparent merits or demerits of the teacher. This was the first official oral examination made in the city of each grammar-class in the department. The information thus obtained was so val¬ uable aud the results were so satisfactory, that at the close of the school-year a regular examining teaclier-at-largewuis elected. Written examinations ma^’ serve as a basis for annual promotions, but oral examinations have a marked effect in stimulating and en¬ couraging both teachers aud pupils. A good oral examiner is a. traveling uormal-school- iustructor. suggesting methods of teaching, aud his salary is a trifling expense com¬ pared with the substantial educational benefits resulting to the school-department from his smwuces. Graduation, from grammar-schools. — The standard of graduation from the grammar- schools and for admission to the high schools was 70 per cent, of credits on the whole examination. Of tlie 247 girls that graduated from the grammar-schools, 211 entered the girls’ high school ; of the 166 boys, 130 entered the boys’ high school. The umrsually large number of graduates from the grammar-schools the present year furnishes con¬ clusive evidence of the thorough manner in which the first-grade-classes vmre trained by principals, vice-principals, and head-assistants. Arithmetic. — The percentages oii this study ranged unusually high : 44 pupils gained 100 per cent, of credits and 72 obtained from 90 to 99 per cent. The papers were char- act(‘rized by remarkable exactness in answers aud by good methods of analysis. Grammar. — In this study about 100 pupils obtained from 90 to 100 per cent. The papers, for the most part, were well written, and many classes ranked exceedingly high. Geography. — The examination in physical geography was quite thorough, but the Xmpils stood the test well ; 55 gained from 90 to 100 per cent. History. — The wu’itten papers on this study were remarkably good. Nearly 200 pupils obtained from 90 to 100 per cent. SjmJling and reading. — The spelling, both in words dictated from the reader and in all the written exercises, was remarkably good. The mistakes were most numerous, not in the regnl->r spelling-exercises, but in the composition-exercises. The examination in Avord-analysis was difficult, yet many pupils were perfect and nearly all stood well. The reading, judging by the credits given, was only moderately good. In fact, on ac¬ count of the nuinber of studies iiursued, it is impossible for teachers to give special attention to elocutionary training. Penmanship. — The specimens of writing from some classes rvere exceedingly fine and poor hand-writing was an exception, in all grades, from the highest to the lowest, penmanship is very thoroughly taught. Even the children in the lowest grade, at the end of their first year at school, are able to write quite well on their slates. CALIFOKNIA. 23 Comjyosition. — Tbe exercises in this important brancii of instruction were quite tliorongli. Some pnj^ils acquitted tlieuiselves well, but few reached a very Idgli stand¬ ard of excellence. They were generally better in technical grammar — in analyzing seuteuces and in parsing— than in actualiy writing English. Training pupils to clearly express their thoughts iu correct English is one of the most difficult tasks of the teacher. It requires practice, skill, and patience, and it niust be done without the aid of text-books. If less attention were devoted to the abstractions of technical grammar and more care given to plain and practical composition, the study of language would be more iuterestiug and profitable to pupils. Drawing and music. — Many of the specimens of drawing were exceedingly well done, but some were very poor. On the whole, the examination showed a marked advance over the results of previous years. The first- and secoud-grad e-classes of boys have made good x>i’ogiess in architectural drawing, and the corresponding classes of girls presented fine specimens of perspective drawing at the end of the year. The primary schools have made a good beginning. The school-room-blackboards, covered with well-executed drawings, furnish conclusive evidence of the interest which the children t ake in their work. The new graded course of instruction in drawing, if properly car¬ ried out, cannot fail to result iu great practical good. Skill in this line will be of prac¬ tical value to every boy who may engage iu the mechanic arts, and, apart from this, as a means of cultivating taste, this branch of scliool-study is of great importance. The classes in industrial drawing arc in need of charts and models, which can be provided at an expense of a few hundred dollars. The examination iu music was quite satisfactory. The instruction in this branch is so systematically given iu the primary grades and lower grammar-grades that most jmpils have a fair knowledge of music when they graduate from the grammar-schools. French and German. — The examination of impils from the cosmopolitan schools in these two languages exhibited a decided improvement. The questions were very thorough, but many pupils passed creditably iu both, and also stood high iu their English studies. There were, iu all, GO pupils that passed in one or both of these languages. Ever since the establishment of the cosmopolitan schools there has lieen a strong tendency to centralize pupils in those schools. Piirtly to prevent the trans¬ fer of pupils from other schools and partly in compliance with the expressed wishes of parents, during the X)ast year a special teacher of French or German has been ap¬ pointed iu several of the grammar and primary schools. Modern languages in iniblic schools. — There is a difibreuce of opinion as to the ex¬ tent to which the study of the modern languages can be advantageously pursued in the public schools. In St. Louis, Cincinnati, Cleveland, and many other Western cities, the study of the German language has been extensively introduced. In this city, on account of the cosmopolitan population, instruction in both French and German lias been strongly demanded. Some schools are needed for this ymrpose, but the attempt to introduce instruction in French in many primary schools has proved a failure. This instruction interferes with the English course, and, to a majority of the pupils, the smattering of the language acquired is of no practical benefit. Phonography. — About one year ago the committee, on classification reported iu favor of the appointment of a teacher of phonography for a period of three months, on trial, in the first-grade grammar-classes and the boys’ high school. As a general rule, tlie boys have pursued the study with interest and thorough instruction has been given ; but it is yet too soon to judge of practical results. Out of the three or four hundred pupils that take up the study it is not probable that many will continue it long enougli to become practical phonographic reporters, and consequently there is room for doubt as to the desirability of making it a compulsory study in the common-school'Cours(^ Frening-schools. — Tliese schools have now become an indispensable part of the pub¬ lic-school-system. They confer great benefits on boys who are com])elled to leave the day-schools at an early age and on working men who wish to avail themselves of the opportunity of acquiring the rudiments of an education. In these schools hundreds of boys are kept from idling away their evenings on the streets or in low places, of amusement. The evening-schools must be fostered and encouraged in every way possible. During the past year, the average number belonging, in all the evening-classes taken together, was G68, with an average daily attendance of 541, The whole number regis¬ tered was 746 boys and men and 121 girls and young women. The classes in indus¬ trial drawing have been well attended. Suitable models, casts, and charts are needed in these classes. Ciiy evening normal school. — This school was organized about one year ago, mainly for the purpose of aiding teachers already employed in the department to secure cer¬ tificates meeting all the legal requirements of the new standard required by law. The school opened with an attendance of about 150, which, during the rainy season, fell to 100. The principal studies pursued have been arithmetic, algebra, and grammar, with occasional review-lessons on other topics required in examination. In connection with the regular studies, some attention has been given to nietliods of teaching ; but now that most of the teachers have secured regular certificates it will be possible to give more attention to practical methods of instruction and less to the studies of the schools. 24 REPORT OP THE COMMISSIONER OF EDUCATION. There should be a class iu drawing and one for instruction in methods of teaching vocai tnusic. Changes in tcxt-hoolcs. — The school-law passed hy the State-legislature, 18G8-69, re¬ quired San Francisco to conform to a uniform series of text-hooks. The city-board of education has carried into effect the changes made compulsory by the action of the State-board of education and by State-law. Some changes were also made in the high-school text-hooks in order to conform to the series used iu the State University, and a few changes were made iu scientific books to secure the benefits of modern scientific researches. These changes, however, were comparatively unimportant, on account of the small number of pupils affected by them. Changes in the course of study. — Several amendments to' the course of study were made by the committee on classification and submitted to the board of education for adop¬ tion. Some of the features of the revised course, as finally adopted, are as follows : Oil account of the time given to industrial drawing, music, and phonography, and in the cosmopolitan schools to the French and German languages, there had been, during the year, a standing complaint of too much work for pupils. For the purpose of simplifying the course it was decided to cut off McGuffey’s Sixth Reader iu the firet- grade-classes, supplying its iilace by a review of the Fifth Reader used in the secoud grade, thus saving tlie cost of one large text-book. Change in method of teaching geography. — It was the opinion of many teachers, after a trial of several years iu the use of these text-books on geography, that too much time was devoted to memorizing lessons from the text-books. Changes have been made to obviate this. In many eastern cities a reduction has been made in the number of text¬ books on geography, on account of the growing conviction that memorizing hundreds of pages of map-questions and descriptive text is not the best method of acquiring a practical knowledge of the subject. But if, at the end of the year, the teachers think that the method of teaching physical geography by means of relief-globes, maps, charts, and oral lessons, is too difficult or is impracticable, the course will, doubtless, be mod¬ ified so as to allow the Mouteith’s Physical Geography to be continued in the two higher grades. Grammar is to be commenced in the second grade, instead of the third, the elements of grammar taught orally iu connection with reading-lessons and prac¬ tical exercises iu writing English beiug held more useful to beginners than the memor¬ ized definitions of the text-book. Similar changes have been made iu the matter of spelling, distributing the work of two years through four years, and so diminishing the amount of work to be done each year. Fupils fail in English composition . — The examination-papers from our schools for sev¬ eral years past have shown conclusively that, while many pupils are well up in defi¬ nitions, parsing, and analysis, comparatively few are able to wu-ite English with even a tolerable degree of accuracy or elegance. Introduction of the Gruhe system of teaching arithmetic. — In arithmetic, the new course, in addition to the former text-book-work, includes a course of oral instruction iu the various combinations of small numbers, according to what is known as the Gruhe system.’’ During the year one or two low-grade-classes in each of the large primary schools were trained according to this method, with the most unqualified success. The main object of this method is to teach the four elementary rules by keeping the pupils limited to small numbers within the range of their comprehension. It requires the use of no text-book by either teacher or pupil, but does require some efibrt and origi¬ nality on the part of the teacher. Provision is also made iu the primary grades for in¬ struction in the use of decimal and common fractions, limited to small numbers. Greater attention given to English composition. — Exercises in writing Euglish are in¬ troduced at an early age and are continued throughout the whole course. The neces¬ sity for greater attention to composition will be evident from reference to the exami¬ nation-questions on grammar and composition, in which specimen-sentences, selected from compositions written at trial-examinations, are given to be corrected. These changes have been made .after a careful examination of the revised courses of study for eastern cities, and, if carried out in the right spirit, will unquestionably re¬ sult in pleasanter and more profitable work, both for pupils and teachers. School directors. — The method of choosing school-directors has been a notable im-. ])rovemeut during the post year upon the bid plan. The new law provides for their election at large from the whole city, ""stead of choosing them from each separate dis¬ trict or ward. This reform is iu coi..jouance with the idea that each school-director owes his allegiance and service primarily and pre-eminently to all the public schools of the city, rather than to the particular schools that constitute his own district. It is a safeguard, too, against unjust political control, which works injury to the public- school-system. Co-education of the sexes. — There is a perceptible movement of public opinion toward the natural association of the sexes in the different grades of all the schools. Pres¬ ent appearances indicate the gradual extension of mixed schools, and, at no remote day, it is confidently hoped they will include all the departments. CALIFORNIA. 25 Salaries. — During the year, the pay of primary as well as grammar-assistants, after four years’ approved service, has been increased from $(>7.50 to ^70 a month, an advance of $30 a year upon previous rates. This exceeds the salaries paid to similar positions in any other city of the Union. Could the requirements for admission to the teachers’ corps he correspondingly raised and the time of probation proportionally extended, the raising of the salaries of the lady teachers would become still more eromoted, 737. SECONDARY EDUCATION. Information has been received in regard to the following institutions: (1) The Mills Seminary, Brooklyn, Alameda County, opened in 1871, with pupils from three-fourths of the States of the Union, with some from Mexico, the Sandwich Islands, England, Germany, and France. Twenty-three instructors have had here under Itieir training more than 400 pupils in the last two years and a class of 36 young ladies has been graduated. It has recently received from W. H. Raymond, esq., $5,000 for the en¬ dowment of two free scholarshixis. (2) Young Ladies’ Seminary, Benicia, established in 1852. It has been the pioneer- sffhool of Protestant California and still prosjiers. Number of instructors, 8, and of students, 72, of whom 30 are in a preparatory and 42 in a collegiate course. (3) San Jos6 Institute and Business-College. This is mainly a day- and boarding- school for both sexes, having an academic department and business-college in addi¬ tion to jirimary, intermediate, and grammar-schools. Number of teachers, 8; of [mjiils in the academic department, not given. The business-college is conducted on the now established plan of actual business-transactions and is said to rank in efficiency with the best in the State. (4) The Golden Gate Academy, Oakland, especially intended as a training-school for those who wish to enter first-class colleges or the University of California, as well as ,for those who propose to enter, without collegiate instruction, the Pacific Theological Seminary, near which it is located. Allhough in operation but two years, it has 90 students, under the care of 4 resident teachers, besides su])X)lementary instructors in drawing, music, and modern languages. It is the aim of the trustees to make this an 26 EEPORT OF THE COMMISSIONER OF EDUCATION. academy of the same high grade as the Phillips Academy at Andover, Massachusetts,- or the Williston Seminary at East Hampton. (5) Uil)an Academ3', San Francisco. In operation for 9 years. A preparatory school for college; much attention is also given to modern languages. Teachers, 5 ; number of scholars, not given. (6) Napa Collegiate Institute, Napa City, with 4 male and 4 female teachers, 3 years ill its course, and 130 piipils. Drawing and music are taught ; 30 pupils in the classical course; 10 in that of modern languages. There is a small chemic laboratory and cabinet of philosophic apparatus, with a library of 300 volumes. (7) Notre Dame Acadom.v, Mission Dolores, San Francisco, with 11 female teachers and an average of 300 scholars. Nine ^'ears in course; drawing, music, and modern languages embraced in it. Library, 1,000 volumes. (8) Laurel Hall, San Mateo, wdth 2 male and r> female teachers and 35 female pupils. Course, 4 years, embracing English, French, and German, of which last two languages 30 of the pupils are students; drawing and music taught; there is a small collec¬ tion of philosophic apparatuses and a library of 250 volumes. (9) Grass Valley High School, with 2 male aud 2 female teachers and 70 male and 50 female scholars. Thi ee years course, embracing the classical and modern languages, 15 being engaged in the study of the former and 5 of the latter. A chemic and philo¬ sophic apparatus aud a library of about 300 volumes. (10) The Vallejo High School, with 2 male teachers, 16 male and 24 female pupils. Course, 3 years, embracing classical and modern languages, 25 students being in the former. Library, 50 books of reference. PREPARATORY INSTITUTIOXS. For the preparation of students for colleges, universities, or scientific schools, there are the California Military Academy at Oakland and the Oakland High School, with an aggregate of 258 students, 182 in scientific aud 76 in classical studies. The 133 students in the military academy all pursue a scientific course, the first (or highest) class num¬ bering 10, the second 42, the third 53, aud the fourth 28. There are 10 instructors. The value of grounds and buildings is $85,000 ; the school has a library, a chemic labora¬ tory, a cabinet of natural history, a philosophic cabinet aud apparatus, and a gymna¬ sium. Oakland High School has 125 pupils, 49 in scientific and 76iu classical studies ; there are 3 years iii course; the advanced class numbers 22; in the senior grade are also 22; in the junior, 28; aud in the third, 53. There are 3 regular aud 3 special instructors. The library numbers 400 volumes; there is a small cabinet of natural history and a philosophic ap)paratus. CALIFORNIA INSTITUTION FOR EDUCATION OF THE DEAF, DUMB, AND BLIND. The receipts here from all sources to August, 1873, have been $89,389.38 ; the expend¬ itures, $89,190.62. The deaf and dumb pupils received have been 13; the bliml, 17 ; discharged, of the former, 8 ; of the latter, 7 ; died, I ; remaining number, 93. The in¬ mates are now clothed, as well as fed and taught, at State-expense; an organ has been put up in the chapel from a fund contributed b,y private persons and efforts are in j>rogress to beautify the grounds aud inpu'ove the entrance to the building. Mechanical and musical training are added to the literary, the musical fniugof course for the blind alone ; and it is said that there is every reason to be satisfied vrith the progress of the pupils ill their studies, the deaf and dumb having gone from Feet’s Elcmeutaiy Lessons up to algebra aud natural theology through the various intermediate books and the blind through written and mental arithmetic to algebra and geometry, with history, physiology, political economjg mental philosophy, &c. UNIVERSITY OF CALIFORNIA.* This institution entered upon its fifth annual session September 23, 1873, in the occu¬ pancy of the halls erected for it by legislative grants, on the hills at Berkeley, overlook¬ ing San Francisco. The courses of study at Berkeley are divided between two faculties, closely co-opera¬ tive with one another aud usually meeting as a single bodju I. The College of Letter-^. — This includes the usual classical course, with instruction iu Greek, Latin, German, French, mathematics, aud the elements of natural science. The degree to which it leads is tliat of bachelor of arts. A modification may be made in this course, substituting for one or both of the ancient languages certain ofherstudies in modern literature and science, and the degree for this course will be bachelor of philosopliy. II. — The Colleges of Science and the Arts. — These include colleges of agriculture, en¬ gineering. and chemistry. They provide an introductory course of two years in math¬ ematics and the elements of natural science, and in German, French, and English, with advanced courses of two years each, in which the studies are chiefl^^ in the spe- * A larger .space than can usually be given to a single institution is bestowed on this, (1) because of its impoT'tance as the university of the chief Pacific State and (2) because it seems likely to become a pattern of the highest stylo of training for the whole group of the Pacific States. CALIFORNIA. 27 cinlties first named. Other specialties, such as mining and. mechanical engineering, ■^ill from time to time he added. The degree in the colleges of science and the arts is bachelor of philosophy. The students in the several courses are required to obtain knowledge of other subjects than those which distinctively pertain to their specialty, the object being to provide a liberal culture, adapted to the various calliugs of modern society. Special students, properly qualified, may pursue the study of particular branches without following iu full any prescribed course ; but this permission is accorded only to those who have already attained to a considerable proficiency in knowledge. When such students give all their time to study iu the university, they are distinguished by the designation of “ students-at-large” and are subject to all the regulations of the uni¬ versity. Courses of instruction. — The courses of instruction may he grouped briefly as fol¬ lows : MUitary science, including tactical instruction in the field and lectures on the art of war. Physics and mechanics, by means of lectures and recitations, accompanied by exper¬ imental demonstrations and the solution of practical problems. Geology and natural history, comuieuciug iu the sophomore-class with botany, fol¬ lowed by the physiology of vegetable growth and reproduction, zoology, and geology. Mathematics, which includes algebra, geometry, trigonometry and mensuration, an¬ alytic geometry, differential and iutegral calculus. Agriculture and agricultural chemistry, by experimental and illustrated lectures, reci¬ tations, essays, and class-discussions, and in the practical application of principles upon the university-grounds. The university-domain is being developed, with a view to illustrate every capability of the State for special culture, whether of forests, fruits, or field-crops. It will be tlie station where new plants and processes will be tested, and the results made known to the public. Latin and Greek, in which Professor Kellogg, with aid from Professor Bunnell, will aim to bring out the relations of those languages to onr own, prominence being given iu the classical course to such works, preceptive or illustrative, as bear ou the art of public speaking. Modern languages, iu which the study of French and German is required of all the candidates for a bachelor’s degree, while the study of Spanish and Italian is optional. English language, rhetoric, and history, including the Anglo-Saxon tongue and the histoi'y of English literature, the science of rhetoric, the practice of comijositiou, and the study of ancient and modern history. Civil engineering and astronomy, by means of recitations, lectures, and the use of text-books, globes, charts, and works of reference, instruction iu the engineering de¬ partment being strongly re-enforced by the employment of valuable models of bridges, trusses, arches, topography, &-c., and numerous diagrams and photographs of the most important and celebrated engineering structures throughout this country and Europe. Chemistry and metallurgy, the course in chemistry extending through three years, students of the junior and senior classes pursuing the general principles of the science and their application to analytic and metallurgic chemistry and to mineralogy, and spending fifteen to twenty hours a week in the laboratory. Geodesy and astronomy, including the theory and use of astronomic instruments and the solution of the various problems arising iu practical astronomy. College of law. — Professor Field will have charge of this department when the full organization of the university shall have been completed. Fine arts, (optional studies.) — Students already proficient in the studies laid down in the general scheme, who have extra time at their disposal, may, with the permis¬ sion of the faculty, pursue, under competent instructors, a further course in drawing, German, Spanish, and Plebrew. Lectia'es. — During the winter^ a special course of lectures is annually given by the president and professors of the university, under the auspices of the Mechanics’ Insti¬ tute of San Francisco. Library, collections, and gifts. — The library of the university numbers over eleven thousand volumes. It has been largely increased by generous donations during the past year. President Gilman. — To the indefatigable efforts of its laborious president the univer¬ sity is largely indebted for its success. A recent article iu the Overland Monthly, which has been from the beginning the exponent of whatever was best in the literary influ¬ ences of the Pacific coast, says of him : “ There are some men who have a talent for turning everything touched by them into gold. All ventures turn out fortunately There is a better gift than this: it is the half-unconscious power of influencing other men to bestow their wealth wisely and beneficently, the faculty of enlisting the interest of others in a good cause. When the University of California found such a man, it was started ou a new career of prosperity. There was no perfunctory begging to be done, no preachments 28 EEPORT OF THE COMMISSIONEE OP EDUCATION. about tbe value of a liberal education, and no poor face to be made up. Busy men lent a willing ear when there were a few quiet utterances from a full and gen¬ erous mind. It never before seemed so good and grand a thing to put broad shoulders to this and that plan for helping the university, and to push these plans up to a successful termination. A suggestion dropped here and there wisely was enough. A strong man, who puts his soul into the work, carries with him the inspira¬ tion of hopefulness. Every body else is made hopeful, and out of this spring plans, suggestions, and quiet benefactions. The hearts of many have hence warmed toward the university as never previously and a growing interest has been manifested by a large increase of gifts. When Agassiz wanted money for his museum, he had only to name the necessary sum to find it at his disposal; so President Gilman asks for nothing in vain.” SANTA BARBARA COLLEGE. This institution was organized in 1869. It contains a school for both sexes. Special attention is given to physical culture, as it has an excellent gymuasium, fitted up with all the apparatus necessary for practicing both heavy and light gymnastics. Modern languages, music, natural sciences, jihilosophy, history, Latin, Greek, and mathematics are taught by the best instructors. FRANCISCAN COLLEGE. Location, Santa Barbara. Opened for students 1868. Affords a good English and classical education at the lowest possible cost. Library of 2,500 volumes. Expenses for session xif ten months, $200. COLLEGE OF ST. AUGUSTINE. Located at Benicia. The aim of the college is to give a thorough physical, mental, and religious training: health, learning, and a Christian character. Military instruc¬ tion is given daily, and all cadets are required to participate in the drill. Eumber of students, 124; number of instructors, 10. Two terms of twenty weeks each; $175 per term. COLLEGE OF NOTRE DAME. It is located at San Jos6, with 2 male and 21 female teachers; 350 students in a pre¬ paratory course aud 36 in a collegiate, which latter includes music, drawing, painting, French, German, and Spanish. A philosophic cabinet, natural-history-museum and gymnasium are possessed, and a library of 2,000 volumes. PACIFIC METHODIST COLLEGE. Location, Santa Rosa. In a prosperous condition ; 259 students in attendance the past year. The faculty consists of six professors and four instructors. A. L. Fitzgerald, principal. The following table embodies the latest returns for 1873 : Statistical summarij of universities and colleges. Names of universities aud colleges. I Corps of instruction. I Endowed professor.ships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of prop¬ erty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. 4 100 50 .$30, 000 $35, 000 1,000 College of Our Lady of n rl ti 1 n pA* • 6 30 40 500 FriiiicisCciii CoIIb^o 7 2, 600 Hesperian College . 13 . ... 115 28 40, 000 30, 000 $10, oou $10, 000 $1, 000 $4, 000 100 Missionary College of .Qt Anfrn«fi>AA 5 67 25 30, 000 3.0, 000 1,700 Pacific Methodist Col- ] AO A 10 208 52 30, 000 30, 300 2, 200 11,000 500 St. Mary's College . 11 .... 216 53 25, OOO 200, 000 60, 000 .3, 000 A7inf»AT'»t 4 60 7, 520 1, 000 OL. V ILlLLUl o .. 27 200 12, 000 OclIJlLttV_;llvltlV../L»litgC » -- 7 90 Ij Divt*rsity . . . • . TJni o t C filifo I'li is. 18 10, 500 Uuivtrsity of the Pa- cdic . .... 102 34 42, 000 40, 000 35, 000 3, 200 4,700 2, 000 ■No report for 1873. CALIFORNIA. 29 PACIFIC THEOLOGICAL SE^MINARY. This seminary commenced its work of instruction in San Francisco, in 1869; in 1871 took possession of the j)roperty which it now holds in the city of Oakland. It has graduated two classes in the full course of three years and one in a two-years course. It has two professors, who give their whole time to instruction. Besides this institution, nearly $70,000 is pledged toward the endowment of a Pres¬ byterian theological seminary in San Francisco. MEDICAL COLLEGE. The real estate and other property of the Toland Medical College has been donated recently, by its founder, to the State University, under whose auspices its operations will hereafter be conducted. The Medical College of the Pacific is now the medical department of University Col¬ lege, and numbers, in its efficient corps of professors, some of the most eminent physi¬ cians in the State. heald’s business-college. The leading commercial school of the Pacific coast. Over 600 pupils in attendance during the past year. Until recently, ladies have not been received into the college, but they are now admitted into all the school-departments. There are now 25 ladies in attendance. A telegraph-institute is connected with the college ; number of in¬ structors, 14. The system of instruction is so thorough and practical that the grad¬ uates are fitted to pass from the school-room to the counting-room. SACRAMENTO BUSINESS-COLLEGE. Founded 1873. A practical business-training school for the young and middle-aged of either sex. Open day and evening throughout the year. Scholarship for full course, good for one year, $75; number of students in attendance, 150; number of teachers, 4. PACIFIC BUSINESS-COLLEGE. Located in San Francisco. Founded in February, 1865, by Prof. M. K. Landen ; fac- ulty numbers 14. The college embraces five departments : commercial, assaying, tele¬ graphy, academic, and preparatory ; number of students, 453. Both sexes admitted. Statistical summary of schools for professional instruction. Names of schools for professional instruc¬ tion. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for the last year from all other- sources. SCHOOLS OF THEOLOGY. Pacific Theological Seminary . Theological Seminary of San Francisco . . . ‘SCHOOLS OF MEDICINE. Medical College of the Pacific, (Univer¬ sity of the Pacific) . 7 4 2 4 13 7 $125, OOC 125, 000 $75, 000 $46, 000 $5, 520 2, 000 3, 000 Medical Department, University of Oal- ifornia . . . . 18 18 15, 000 65,000 SCHOOL OF SCIENCE. College of Agriculture and Mechanic Arts, University of California . 10, 500 CALIFORNIA ACADEMY OF SCIENCES. Organized in 1853. President, George Davidson. Renewed interest has been awak¬ ened among those of scientific instincts by a visit from Professor Agassiz during the past year. His stirring appeal in behalf of science at the reception given him by the academy aroused an extensive desire for scientific study and investigation. x\s a consequence, an addition of 78 resident and corresponding members and 11 life-mem- 30 EEPORT OF THE COMMISSIONER OF EDUCATION. bers Las been made to the academy, making a total of 175 members, and Mr. Janies Lick, a pioneer of the State, who has amassed a princely fortune, has made it a generous gift of laud. He also proposes the magnificent scheme of erectiug an observator3' upon the Sierra Nevada, 10,U00 feet above the sea, with every variety of apparatus commen¬ surate therewith, including a telescope of the largest size and most consummate work¬ manship, with masters of observation and with ample funds reserved to devise other instruments and methods. Years hence the James Lick Observatory may be not only the pride of the State, but of the nation.* Additions to the museum of the academy have been liberal and are of great value and interest. Harry Edwards, esq., has made rare and valuable gifts to this depart¬ ment. The library, however, is still sadly deficient. Much material collected on the coast cannot be described for want of works of reference, and, of necessity, must await description or identification or be sent East, when the credit accrues to others. The academy is about to secure more commodious quarters. THE SAN FRANCISCO ART-ASSOCIATION. The San Francisco Art-Association has recently received from Europe casts from the antique, with other models and studies, intended for the use of the school of design to be established under its care. The school will soon be in operation. Properly man¬ aged, under competent teachers, it will mark a new era in the educational history of California ; will develop and utilize a great deal of nascent capacity, not to say genius ; will increase the amenities of local society and elevate the character, while enhancing the rewards, of local industry. The laws of the State have long made iirovisiou for elementary art-instruction. Drawing is, and has been for many years, taught in the public schools, though only to a slight extent outside of the cities. There is, of course, a deficiency of skilled teachers in this specialty, and the tendency has been toward mere conventional work after formal copies, whence little originality and nature-work have resulted. Still, any instruction in an art which trains the fingers and eyes, and makes the mind more observant of form, is better than none. Common-school drawing- tuition is improving, and the extension of its advantages in decorative, architectural, and mechanical branches to the night-schools is especially gratifying. Still, with every improvement of the common-school elementary system, there must be needed an acad¬ emy exclusively devoted to art- tuition, aiming at fine art, at high art even, and meant to develop designing capacity in various departments. Th6 common schools cannot well have casts ; hence drawing from the round, and ultimately from life, must be done in the academy of the art-association, which will also be able to command the services of teachers experienced in the foreign schools and methods, who are both good draughtsmen and good colorists. Upon the employment of such teachers will dej^end the success and merit of the San Francisco school of design. Growth of the association. — Thus far, the association has advanced with wise and well-cousidered steps toward its grand aim. Organized on a very popular plan, which attracts members from the class that aims at social enjoyment or display, it has been able to accumulate the nucleus for both a library and a school. With only a score or two of members at its start, two years ago, and no rooms but what it leased occasionally for a single night, it soon made its receptions the most refined social events and attracted a membership sntficient to justify it in having permanent and convenient rooms. In these quarters it has been able to give several fine imblic exhibitions, embracing numerous admirable foreign jiictures in addition to the increasingly good work of resident artists. Latterly, the artists have formed the Graphic Club in connection with the association, and meet in its rooms weekly for impromptu sketching on a given theme. The efforts of the association have given a higher status to the profession of art, have fostered good feeling, fellowship, and healthy competition among the artists, and have awakened a wide interest in the subject of art-education. Membership and resources. — Its membership numbers now over 600, of whom about 80 are life-members, whose fees of $100 each have helped to pay for fitting up rooms and starting an art-library, leaving a balance of $5,000, which is drawing interest at the rate of 1 per cent, a month. The monthly dues meet all current expenses and the exhibitions, although the admission-fee has been hitherto very small, afford a small profit. Through the friendly^ influence of the French consul, the French Government was led to present the association with a very valuable set of casts, which, with other casts and flat studies bought by the association, will serve to equip a school of design. The association also possesses a valuable small library of text-books on art, j)artly the gifts of liberal friends and iiartly bought. It will need both more material and more money to put its school on the right basis ; but it can hardly be that it will fail of all the support it requires. Many of its members are wealthy and influential, and, besides what they may do, the legislature may make an appropriation in furtherance of its important objects. The school of design may be made an adjunct of the State University, without * In the New Yoi’k School Journal of November 22, it is stated that a site for this observatory h.a3 been selected on a promontory running out into Lake Tahoe, 6,518 feet above the sea-level, within thirty hours’ travel from San Francisco, and where there is never more than 4 feet of snow. CALIFORNIA. 31 either saddling it upon the latter or destroying the mobility of its plan or the individu¬ ality of Its management. Aided hy the State, as one of the colleges forming the univer¬ sity, it would be open to the students of the latter, as well as to the drawing pupils of the common schools who had sufficiently advanced in the simple elements. Public and private means and intluenee would thus be combined to make an efficient institution, which might still be kept under the management of adepts and disinterested friends. Until such an arrangmeut can he made, the school of design must exact fees from pu¬ pils sufficient to meet the costs of tuition ; for, after fitting up and furnishing the school¬ room and providing casts and studies, the most the association can aflord to do from its present income is to give rent and gas frcie and supervise the business, though in ad¬ dition it may have to meet any deficiency in the pupilage fees and guarantee to teach¬ ers the payment of their salaries. SCHOOL OF MECHANIC ARTS, SAN FRANCISCO. President Gilman, of the University of California, delivered on the evening of January 3, 1874, before the Mechanics’ Institute of San Francisco, a lecture on “ The modes of pro¬ moting scientific and industrial education in large towns,” describing the systems of the Massachusetts Institute of Technology, the Worcester Free Institute of Science, the art- schools of Boston, and the Cooper Union, New York. In concluding he read an inter¬ esting correspondence between himself and certain leading citizens of San Francisco, in which, on his part, was stated the need of establishing in the city a school of the mechanic arts and on their part was pledged the sum of $15,000 annually for two years for the establishment of such a school. After reading the two letters, the president said: “Gentlemen, the thing is done. It will not be long before plans will be drawn, and we shall witness the aspirations of our hearts. I hope you will appreciate the en¬ terprise and help it.” The money jfiedged is, according to a plan of President Gilman, to be deposited with three or five trustees, who^ with the advice of a council of seven, shall disburse it and manage the whole enterprise. A man of scientific education, acquainted with the in¬ dustrial aiiplications of seieuce, is to be made director of the school, with a corps of fiom five to ten assistants in the various branches of industrial science and art. Popu¬ lar lectures on the most recent and useful discoveries in these lines are also to be pro¬ vided for, these lectures to be delivered in the evenings, or early mornings, or holiday- times, at which the industrial classes can attend. The instruction given is to embrace chemistry, mechanics, industrial drawing, the study of the earth and its resources, and, in domestic and political economy, the conditions of social and individual hap¬ piness. HANDEL AND HAYDN SOCIETY. The Handel and Haydn Society was organized in 1866 and incorporated under the code in 1873. Ira B. Rankin is president. The membership, exclusive of life and honorary members, is 186. The average attend¬ ance at weekly rehearsals is about 100. The society is out of debt, with a fund of up¬ wards of $2,000 in bank. Its library consists of the oratorios of Elijah, The Creation, The Messiah, David, Sampson, The Hymn of Praise, and St. Peter, from 100 to 150 numbers of each. EDUCATION OF THE CHINESE. Neither the State nor the city of San Francisco does anything for the education of the Chinese. There are no public schools for them. There are some twelve thousand in the city of San Francisco alone and several times that number in the State. The number of Chinese children in the city is estimated at about two hundred. The Chi¬ nese pay something like one-twentieth jiart of the tax of the city, of which a propor¬ tion is for schools ; yet for their benefit there is no public school, either day or even¬ ing. The teaching of the Chinese is confined entirely to the work of benevolent in¬ stitutions. PRESBYTERIAN MISSION FOR CHINESE. This mission is in charge of Rev. A. W. Loomis, D. D., and Rev. I. M. Condit. It was established some twenty years ago and is supported by the Missionary Society of the Presbyterian Church. It is an evening-school for adults and boys. The average number in attendance the present year is nearly one hundred. These are in all grades of advancement, from alphabet-scholars to such as read intelligently. There are also classes in grammar, geography, arithmetic, and history. The Chinese are all eager to learn English and many of them show much facility in acquiring it. These pupils are of various grades, some connected with business-houses, some i-n work-shops, and some servants in families. There is a growing inclination with those who havm been longer under educational training to conform to American ways and customs. There are connected with this school religious services in their own language, which are largely attended and by which many are brought to understand our religion. But, after all, the great instrumentalities for bringing this people to a higher state of ;2' ^ tf ^ f 32 EEPORT OF THE COMMISSIONER OF EDUCATION. civilization come from contact Tvith our enlightenment and a knowledge of our lan¬ guage, arts, and sciences. Much can be accomplished among the adult portion of this people, hut the great work must be done among the young. This feature of the work is improving, as the number of children is on the increase and more and more of these attend the schools. The increase must be necessarily slow, as there are yet hut few Chinese families. The Sabbath-schools for the Chinese connected with the churches are having a marked effect upon their improvement, as well as the day-schools. MISSION DAY-SCHOOL FOR CHINESE. In charge of Mrs. C. H. Cole and under the direction of the Ladies’ Union Society of San Francisco. There are 54 children of Chinese parentage, ages ranging from 5 to 16 years. The school has two daily sessions, English being taught in the morning by Mrs. Cole and Chinese in the afternoon by a native teacher. Both sexes are in daily attendance. METHODIST MISSION FOR CHINESE. Mission-house erected in 1870. On the main floor are three school-rooms; on the second floor, two. The third floor contains four fine rooms, used as an asylum for Chinese women and girls who may be saved from lives of slavery and shame. Total cost of property, $32,000. The schools are graded into four classes, employing four ex]5eri- euced teachers, and are open every evening of the week, except Saturday. Tuition, $1 j)er month. BAPTIST MISSION FOR CHINESE, Rev. John Francis, of the American Baptist Home Mission Socie^^y, is in charge of this school, with one Chinese and six American assistants. EDUCATION OF THE SOLDIERS OF THE UNITED STATES ARMY. The report from headquarters Military Division of the Pacific, General Schofield commander, says : ‘‘Each post in the Army has a post-fund, which accrues from the savings of the post-bakery. A council consisting of the three officers next in rank to the commander controls thisTuud, one authorized expenditure for which is post-schools. The chaplain of the post is the school-master, and where there is no chaplain, a non¬ commissioned officer is appointed school-master by the council. The children of the soldiers can go to this school and any of the soldiers, but attendance is not compulsory. There are no data giving the number of scholars in actual attendance upon these schools.” mechanics’ DELIBERATIVE ASSEMBLY. * Location, San Francisco. The objects of this association, as stated by the president, are : “ to discuss labor- reforms, and more particularly a system of labor-schools, wherein boys and girls may labor and learn a trade as part of their education in the common schools ; to prepare bills for laws to carry out their conclusions and to present them to the legislature for adoption.” In pursuance of these ideas, Hon. E. D. Sawyer, chairman of the assembly’s commit¬ tee on education, rej)orted, on May 14, 1873, resolutions recommending the establish¬ ment of a training-ship, where boys may be sent and daily instructed in the rudiments of an English education and in seamanship, to be thereafter shiiiped, as soon as prac¬ ticable, into the marine service. On the 28th of May, Col. J. C. Zabriskie oflered resolu¬ tions in relation to labor-schools to embrace both male and female pupils, which were re¬ ferred to the committee on education. The resolutions of Judge Sawyer had mean¬ while, at his request, been referred to a committee, who reported that they had an in¬ terview with the city-board of supervisors, a majority of whom were favorably im¬ pressed with the proposal to establish a training-ship in the bay of San Francisco. The committee had also opened, through Senator Sargent, a correspondence with the Navy Department, at Washington, and found that the proposition met with favor there. On the 22d of October, a committee, to whom the preparation of bills upon the subject had been referred, reported back two bills, one giving the city-board of supervisors charge of the training-ship and the other giving the board of education charge of the labor- system in tlie common schools. The report of the committee was accepted and it was instructed to consult with members of the legislature and endeavor to secure the passage of these bills. PROTESTANT ORPHAN ASYLUM. During the year 244 children have found a home in this pioneer-charity of the State. During this period 67 have been removed by friends, 27 have been placed in families, and 7 have been adopted, leavdug 143 at present as inmates of the asylum. Of this number, 125 attend school. This institution has been the recipient of several hand¬ some legacies during the year : one of $25,000, from Abner Barker, esq. ; one of $3,000, from C. J. E. Fahlstein ; another of $3,000 from William Pierce. CALIFORNIA. 33 PACIFIC HEBREW ORPHAN ASA’:LUM AND HOME SOCIETY. Total number of children in the asylum, 25, 3 being provided for in private families. The affairs of the home are in a most favorable condition, the members and patrons having nearly doubled during the past year. ladies’ protection and relief society. The present year has been a prosperous one with this noble charity. There are 134 pupils in the school, which is divided into three departments, viz : infant, intermediate, and grammar. The most advanced classes in the highest grade study.mental and writ¬ ten arithmetic, physical geography, word-analysis, grammar, and composition. There are singing-lessons to all the pupils twice every week. SACRAMENTO PROTESTANT ORPHAN ASYLUM. The buildings have been greatly improved during the year. The family, at the commencement of the year, numbered 60. During the year 36 have entered and 25 have been provided with homes. There are at present in the institution 55 orphans. ST. JOSEPHUS DAY-SCHOOL AND HALF-ORPHANAGE. Location, Sacramento. This institution is under the management of the Sisters of Mercy and provides, in the course of the year, for a large number of unfortunate children. GOOD TEMPLARS' HOME FOR ORPHANS. Location, Vallejo. ■ Property valued at $40,000. It shelters 60 children. It is open to the homeless children from all portions of the States of California and Nevada. It * is in no sense exclusive : it receives all. A school, under the management of a compe¬ tent teacher, is one of the features of the institution. ROMAN-CATHOLIC ORPHAN ASYLUM. Location, Bay View, near San Francisco. In charge of the Sisters of Charity. There is a farm of 53 acres, on which is established, also, a branch institution for very young children, called the St. Joseph’s Infant-Asylum. This charity accommodates about 800 children. The comfortable appearance of the several hundred little ones pro¬ vided for by this institution and the care given to their education and development speak audibly of the benign influence of the guardian sisters and of the true liberality of the community in their noble efforts to lend a helping hand to the fatherless. INDUSTRIAL SCHOOL. The City and County Industrial School, located in San Francisco, has had under its charge 440 boys and girls during the past year. There are connected with the school a shoe-shop, a tailor-shop, a seamstress-department, and a laundry. The division of time is as follows : work, 4 hours ; school, 4^ hours ; sleeii, 9 hours, and the remainder of the 24 hours is left for meals and recreation. The institution was turned over to the city in 1872 and is now in good order. LIBRARIES OP CALIFORNIA. The table of the libraries of the State does not include the many small libraries at¬ tached to public and Su nday-schools, nor the large private libraries of individuals, by including which the figures would be greatly enlarged, the number aggregating over 200,000 volumes. The many different associations maintaining libraries are very no¬ ticeable, among which the Odd-Fellows show most prominently, the library of that society in San Francisco being one of the largest and best selected in the State. List of libraries. Name. Tbwn and county. Established. Number of volumes. Female College . . . . . Oakland, Alameda _ _ 1863 . 2, 000 Oakland . . . . Oakland Alameda _ 1868 . 3^ 000 Odd-Fellows’ . . . Oakland, Alameda _ .... _ ... _ 1868 . 3^ 000 State University . . . Berkeley, Alameda _ _ _ _ 1870 . 12, 000 Odd-Fellows’ . . . . Jackson, Amador _ _ _ _ 1869 . 3, 000 Ladies’ _ _ Oroville Butte . . _ .. 1858 . 1, 000 Library Association . . Pacheco Contra Costa _ _ 1864 . 200 Union Club . Crescent City, Del Norte..... . 1863 . 250 Neptune . Placerville, El Dorado _ _ _ 1858 . 1,500 Library Association _ _ _ Areata Humboldt _ _ _ Eureka Association _ Eureka,, Humboldt . _ _ 1860 . 150 Odd-Fellows’ . Sawyer’s Bar, Klamath ............ 1860 . 350 Library Association . Los Angeles, Los Angeles . 1859 . Los Angeles College . Los- Angeles, Los Angeles..-. . 1868 . 3 E 34 REPORT OF THE COMMISSIONER OF EDUCATION. List of libraries. — Continued. Name. Town and county. E.stablished. Number of volumes. IRfid 1R4Q 1 000 18(16 275 1 P6d 500 1866 700 18.o7 2 500 1866 ’ 250 18.'17 500 1858 400 1857 5 005 1855 l’ 200 2I 000 1850 26* 000 18.54 ’800 1870 . 1870 . 1853.. .. 1, 500 B’nai B’rifli . ’ 900 2, 200 l| 000 l| GOO '1866 .. 5,000 1855 . 12’ 000 1853 . . 26’ 000 1855 ..... 17’ 000 1850 . 2^ 500 1863..... 2’, 500 Sodality of the Blessed Virgin Mary , . . . . San Francisco, San Francisco . 1,’ 100 St. Tynatiiiw . San Francisco, San Francisco . 1866 2, 000 St. Mary’s Association . San Francisco, San Francisco . 1855 . 2’ 500 Superintendent Public Instruction . . . San Francisco, San Francisco . 1850.. 2I 000 Verein Association . San Francisco. San Francisco . 1851 . 4, 500 What-Clieer House . 1 . San Francisco, San Francisco ...... 1856 . 5, 000 Young Men's Christian Association . San Francisco, San Francisco . 1853- . 3, 500 California Pioneers . Stockton, San Joaquin . . 1868 .. . . 2’ 000 Insane Asylum . Stockton, San Joaquin . 1 1855. . 2’ 000 Odd-Pellows’ . . Stockton, San Joaquin . 1855... .. 2, 500 Society National History . Stockton, San Joaquin . 1856 . 1, 000 Younar Men’s Christian Association _ Stockton, San Joaquin . 1868 . Hranklin Association . Redwood City, San Mateo . 1866 . 250 Odd-Pellows’ Library... . Redwood City, San Mateo . 1869 . 200 Young Men’s Library . . Redwood City, San Mateo . 1869 . 300 Woodside Association . Woodside, San Mateo . 1859 . 600 Academy of Notre Dame . . . San Jos6, Santa Clara . 1851 . 1, 500 Young Men’s Christian Association . San Jose, Santa Clara . 1869 . 1 091 College . . . Santa Clara, Santa Clara . 1850 . . 10, 000 Pacific University . Santa Clara, Santa Clara . 2, 000 Literary and Debating Societ}’’ . Santa Cruz, Santa Cruz . 1866 . 200 Santa Cruz . . . Santa Cruz. Santa Cruz . 1868 . 600 Librarv Association . . . Watsonville, Santa Ci’uz . Ttbrary Association _ _ _ . Shasta, Shasta . . . 1858 500 Library Association . . . OroFiuo, Siskiyou . 1862 . 583 South Pork Association . Scott River, Siskiyou . 1864 . 623 Ladies’ Association . Yreka, Siskiyou . 1857 . 300 Benicia College . •. . Benicia, Solano . 1856 . 1, 000 St. Catherine’s Academy . Benicia, Solano . 1856 . 300 Young Ladies’ Seminary . . . Benicia, Solano . 1854 . 500 Dashaway . . . . . . . . . Vallejo, Solano . . . 1869 1 COO Library Association _ _ _ _ _ _ . Vallejo, Solano . 1860 2,’ 000 Temperance Legion . Vallejo, Solano . 1870 . . Odd-Fellows’ Library _ ... _ _ _ _ _ Petaluma. Sonoma . . 1860. 900 Public Library . . . . Knight’s Perry, Stanislaus . 1860 1, 000 Enterprise Lodge . . . Yuba City, Sutter . . . 1850.. . ’400 Odd-Fellows’ . . . . . . . Red Bluff, Tehama . . . 1869 Odd-Fellows’ . . . Weavcrville, Trinity . . . 1860 240 Hesperian Society. _ ..... _ _ _ Woodland, Yolo . . . . 1862 . 200 High School . Marysville, Yuba . I860 . 1, 000 Maryville Library . . . Marysville, Yuba . . ... _ 1856'. . 2, 893 Masonic . . . . . Marysville, Yuba . . Odd-Fellows’ ..1 . . . . Marysville, Yuba . 1860 . . 1, 500 CALIFOENIA. 35 LIST OF SCHOOL-OFFICIALS IN CALIFORNIA. Hon. H. N. Bolander, State-superintendeut of public schools, Sacramento. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Alameda . Alpine . Amador . Butte . Calaveras . » - Colusa . Contra Costa . Del Norte . El Dorado . Fresno . Humboldt . Inyo . Kern . Kllamath . . Lake . Lassen . Los Angeles . Marin . Mariposa . Mendocino . Merced . Mono . Monterey....^. . Napa . Nevada . . . Placer - ' . Plumas . Sacramento . . vSan Bernardino . San Diego . San Francisco . San Joaquin . San Luis Obispo . San Mateo . Santa Barbara . Santa Clara . Santa Cruz . Shasta . Sierra . Siskiyou . Solano . . Sonoma . Stanislaus . Sutter . Tehama . Trinity . Tulare . Tuolumne . Ventura . Yole . Yuba . Rev. W. F. B. Lynch . R. G. Ford .■ . East Oakland. Silver Mountain. Jackson. Oroville. San Andreas. Colusa. Alamo. Crescent City. Placerville. Edvv. F. Walker . Whitman H. Hill . Rev. T. 0. Ellis, sr . . . King’s River. Eureka. Independence. Linn’s Valley. Sawyer’s Bar. Lower Lake. Susanville. Anaheim. Vt. N. Spaulding _ _ W. M. McFadden. ......... _ ......... Sarmiel Saunders _ _ _ San Rafael. Mariposa. Ukiah City. Snelling. Coleville. David Egenhoff . ............ _ ...... J. W. Covington . . . S. W. P. Ross . J. S. Kikendale . . S. M. Shearer . . San Juan. Rev. G. W. Ford . . . . Napa. Nevada City. Auburn. B. J, Watson . . J ohn T. Kinkade _ _ _ _ _ J. A. Edman . . Meadow Valley. Sacramento. Samuel H. Jackman . John Brown, jr . . . . San Bernardino. B. S. McLafferty . . . . San Diego. San Francisco. J. H. Widbur ; deputy, Jolin Swett . W. R. Leadbetter _ _ _ _ _ Stockton. P. A. Forrester . . . . Cambria. H. E. Jewett . Redwood City. Santa Barbara. J. C. Hamer . George F. Baker . . . . San Jos6. H. E. Makinney . . . . . .... Santa Cruz. W. L. Carter . . . Shasta. A. M. Phalin . Port Wine. Grove K. Godfrey . . . . Yreka. William H. Fry . . . . Elmira. George W. Jones . . . Santa Rosa. James Burney . . . Modesto. J. H. Clark . Yuba City. Tehama. F. A. Vestal . William Lovett _ _ -. . . . Weaverville. S. G. Creighton . Visalia. John York, jr . Sonora. S. S. F. Buckman . San Buenaventura. Giles N. Fremans . Woodland. Thomas H. Steel . Marysville. 36 REPORT OF THE COMMISSIONER OF EDUCATION. €OWI¥ECTICUT. , [From report of Hon. B. G, Hortbrop, secretary State-board of education for the school-year ended August 31, 187-2. 1 SCHOOL-FUND. Capital of the State-school-fund . . . $2, 043, 375 62 Revenue from the State-school-fund, distributed February 28, 1872 . 131, 748 00 Dividend per child from school-fund . , . 1 00 FINANCIAL STATEMENT. Receipts. From school-fund, as above . . . .$131,743 00 From State-treasury . . . 65, 874 00 From town-deposit-fund . 45, 712 80 From town-tax . . . 642, 194 11 From district-tax . 485, 523 56 From local fund . . . 11, 348 05 From voluntary contributions . 10, 250 79 From other sources . 50,017 70 Total receipts from all sources . . . 1,442,669 01 Decrease from receipts of preceding year . 60,948 61 Amount per child . . . 10 95 Expenditures. For teachers’ wages . ' . . $888, 871 89 For fuel and incidentals . 110,202 90 For sites and buildings . 319, 025 55 For repairs . 65,224 56 For libraries and apparatus . 7,945 80 For other school-purposes . 137,169 37 Total expenditures for public schools . 1,528,440 07 Increase over the preceding year . 31,459 12 The figures given above are from s];)ecial returns to the Bureau in 1873, hut cover the same ground as those in the State-report for the year ended August 31, 1872, and ex¬ actly correspond with them. The amount of revenue from school-fund distributed Feb. 28, 1873, was. $132, 943 00 Dividend jier child, as before, about . 100 SCHOOL-ATTENDANCE. Number of children of school-age, (4-16) . . . 131, 748 Number registered in winter-schools . 94, 787 Number registered in summer-schools . 83, 874 Number of ditferent scholars registered in the year . 114, 805 Increase over last year . . . 1, 217 Number registered who were over 16 years of age . 3, 642 Number in other thau public schools . . . 9, 029 Number between 4 and 16 in no school . : . 13, 512 Number in schools of all kinds . 123, 834 Average attendance in winter-schools . . 67, 599 Average attendance in summer-schools . 58, 113 Percentage of school-population registered . 87. 14 Percentage of school-population registered in winter . 73. 49 Percentage of school-population registered in summer . 63. 66 • Percentage of school-poj)ulatiou in schools of all kinds . 93. 99 TEACHERS AND TEACHERS’ PAY. Number of teachers in winter — males, 715 ; females, 1,762 . 2, 477 Increase for the year — males, 16 ; females, 41 . 57 Number of teachers in summer — males, 198 ; females, 2,240 . 2, 438 CONNECTICUT. 37 Increase for tlie year — males, 12 ; females, 46 . ^58 Number of teachers continued in the same school . : . 1, 508 Number of teachers who never taught before . 580 Average wages per mouth of male teachers . $67 01 Average wages per month of female teachers . $34 09 SCHOOL-DISTIIICTS AND SCHOOLS. Number of towns in the State . . . 166 Number of school-districts . - . 1, 521 Decrease for the year . 14 Number of public schools . 1,638 Increase for the jmar . 8 Number of departments in public schools . 2, 348 Increase for the year . 58 Number. of schools of two departments . 104 Number of schools of more than two . 128 Whole number of graded schools . 232 Increase of these three classes for the year . 14 Average length of winter-schools in days . 98. 44 Average length of summer-schools in days . 74. 90 Average length of public schools for the year . 8 mos. 13-4 days. Increase for the year . 1 day. SCHOOL-HOUSES. Number of new school-houses erected in the year . 42 Number reported in good condition . 873 Decrease for the year . 20 Number reported in fair condition . 520 Increase for the year . . . . . 18 Number reported in poor condition . . . 254 Decrease for the year . 1 14 STATISTICS. The statistics of the report from which this abstract is compiled relate to the school- year closed August 31, 1872, and were presented to the general assembly in May, 1873. They furnish clear evidence of j)opular interest in public schools. A decade-table in¬ cluded in them, and reaching from 1864 to 1873, is specially significant. During the period covered by this table the increase in the number of children enumerated was 21,257 ; in the amount raised by town-tax, $566,981.11 ; in the amount raised by dis¬ trict-tax, $388,559.56 ; in the amount from all sources, $1,052,214.81. Ten years ago the amount raised per child was $3.54 ; now it is $10.95. This advance has been steady, each year witnessing a marked increase in the amount for schools raised by taxation. The average length of the school-session is now eight months thirteen and one-half days, being an increase of one day. POPULARITY OF THE -SCHOOL-SYSTEM. The board of education says that ‘Hhe year under review has furnished ample evi¬ dence that the public-school-system is highly valued by the people. The interest gen¬ erally manifested in tlie new school-law during the last session of the general assem¬ bly, the desire to learn what its provisions were to be, and the constant demand for copies of the pamphlet containing it are so many proofs that legislation pertaining to schools interests deeply a large proportion of the people. “ One test of the estimation in which the people hold any ]mblic institution is their willingness to expend what is needed for maintaining it. Within a few years, the un¬ avoidable cost of sustaining our public scht.ols has more than doubled. But the jieo- ple have continually shown their willingness to meet this increase of cost. The amount received the past year from taxes, including the appropriation of fifty cents per child from the State-treasury and the small sum returned as ‘voluntary contribu¬ tions,’ was upwards of r$l,200,000, and exceeded the amount from the corresponding sources in any previous year by more than $125,000.” PRIMARY INSTRUCTION. The board regards as “ among the most important of the provisions of the present school-law that requiring that all children between the ages of 8 and 14 shall receive each year not less than three mouths’ schooling. The necessity for some law of this kind is very evident. While the immense majority of our citizens need no compulsion in this matter, there are some whose children will grow up neglected and ignorant unless the law compels them to be sent to school. Ifc is for this class only that the ‘ compulsory- attendauce-law’ is necessary. There are indications that this class, already too numer¬ ous, is increasing. According to the returns herewith given, the number of children 38 EEPORT OF THE COMMISSIONER OF EDUCATION. who attended no school during the year now rex)orted was greater by 1,565 than in the previous year. Unless sufificient j^reventive measures are taken, a still larger number will hereafter be of this description. “ In connection with the enumeration taken in January, 1873, an attemi;)t was made to ascertain how many of the children then enumerated had attended no school in the j^ear 1872. Returns were received from about four-fifths of the towns, containing about three-fourths of the population. The incompleteness of these returns and the inaccuracy of a part of them seriously diminish their value. But with all their imper¬ fections they show beyond question that several thousand, between the ages of 8 and 14 years, received no schooling in 1872. The majority of these are found in a relativelj^ small number of large manufacturing-towns. The agricultural towns contain compara¬ tively few of them. A small deduction must be made on account of those educated at home and those mentally or physically unfit to attend school. But, after all reasona¬ ble deductions of this kind, the number growing up in absolute ignorance is still so large as to threaten serious evil. “A large proportion of these uneducated children are of alien parentage and know only a foreign tongue.^ Living in compact manufacturing-villages and associating mostly with those of their own race, they remain ignorant of the English language. The first necessity, therefore, when they are sent to school, is that they be taught our lan¬ guage, for a knowledge of this is an essential preparation for pursuing any branch of study. The more intelligent of them already feel this necessity, and desire their less- educated countrymen around them to view this subject as they do and to seek the advantages offered in our free public schools. “ But not all the uneducated children in the State are of this race. Some whose parents came from other countries than the Province of Quebec, and some whose ancestors have lived here for several generations, need the compulsion of law to preserve them from the evils of ignorance. Our laws recognize no distinctions of class or nationality. Wherever there are children permitted to grow up in vrhat our fathers, more than two centuries ago, stigmatized as the ‘ barbarism of ignorance,’ there the law comes with its mandate.” COMPULSORY EDUCATION. In accordance with the authority conferred upon the board by the sixth section of the new school-law,t they appointed Mr. Giles Potter as agent to supervise the enforcement of the compulsory-attendance-law. The high qualifications of this gentleman for that, position will be conceded by all who are acquainted with his intimate relations to recent school-legislation and his long experience as a teacher. He entered upon his new duties immediately after his apjiointment in November last, and has since devoted to them a large portion of his time. The agent thus aiipointed states that in New Haven there is a systematic effort made, and with a good degree of success, to enforce all the laws concerning the schooling of children. The board of education of the city-school-district, in its report for the year ended September 1, 1872, says ; “ Nearly two years have passed since the New Haven board attempted to give effi¬ ciency to the then existing laws against truancy and vagrancy by the establishment of a truant-school and by making more commodious the ungraded school in Fair street for children who are irregular in their attendance. A more definite statement of what has been accomplished ^ ^ on these subjects includes the following particu¬ lars : ‘‘ (1) Truancy proper, or the absence of children from school without the sanction of their parents or teachers, has been considerably reduced, and in our best schools is not of frequent occurrence. “ (2) Irregularity of attendance from families which allow every excuse to be a rea¬ son and every pretext to bo an excuse is largely diminished. “ (3) All disturbances around the difibrent school-houses by vagrant boys have ceased. “ (4) It is rapidly coming to be regarded by children as a juvenile crime to be seen loitering about the streets during school-hours.” In Hartford, too, the truant-law is faithfully enforced by two officers detailed for that purpose. The board of school-visitors says in its last report : “ The truant-law is doing a vast amount of good in our large central schools, and in The reference here is mainly to a large influx of Canadian French, who have been pouring for some years past into the manufacturing-districts of New England. t Estahlished in 1869, I’evised in 1872, forbidding the employment of children under 14 years of ago in any business whatever, unless such child "shall have attended some public or private day- school at least three months in each year of such employment. The secretary of the hoard of education says of this ; “ The law is generally' approved, and I learn of no opposition to it. Since its enactment no article, editorial or contributed, in any Connecticut paper, has expressed disapproval of it, so far as my knowledge extends. The wisdom and necessity of the law are admitted. It is certainly increas¬ ing the attendance in many places. The trustees of the State-reform-school give their opinion that it Las already lessened commitments to that institution.” CONNECTICUT. 39 several instances officers have been sent into rural districts with most beneficial effects. The children are 'by no means always at fault for their absence from school. Parents often keep them from school wHhout excuse or reason; and not until a truant-officer makes his appearance in their homes do they feel that their children must go to school.” In New Loudon the police, under direction of the school- visitors, take charge of all boys at play or loitering in the streets in school-hours, and in that city the laws relat¬ ing to attendance at school are well enforced. Other places where the requirements of the law are systematically obeyed or en¬ forced might be named, but these are held sufficient to show that no part of the law nepd be considered a dead letter. The agent further says : There are no statistics to show the number of children between the ages of 8 and 14 years in the State who have not attended school three months the past year. Tho number of children between 4 and 16 years of age who ■have attended no school is about 13,500. We have no means of determining how many of these are between the ages of 8 and 14 years.” But while there are undoubtedly many such, he thinks the number is occasionally overestimated, he having heard complaints of non-attendance in places where personal inquiries showed that the law was well obeyed. He says, however, on the point, with good reason : “ Everything which furnishes a reasonable excuse to parents for not sending their children to public schools should be removed. There are school-houses in the State to which no humane school-officer can invite, much less compel, parents to send their children. Some school-houses, though very good otherwise, are crowded, though not a third of the children in the district are in school. In some cases persons are em¬ ployed as teachers who are not fit to have the care of children. If the State intends to furnish education for all and to compel all to receive it, it must see that good houses and good teachers are furnished. No compulsory law can be enforced where these con¬ ditions are not complied with. When the school is in all respects as it should be, at¬ traction will, in many cases, make compulsion unnecessary. “ The provisions of the one hundred and fourth section of the school-law, for paying to the several towns out of the State-treasury $1.50 for each child enu¬ merated, may fitly be referred to in this connection. By giving to the towns this bounty the State acquires an additional claim upon them : that they expel illiteracy from their borders. They now receive from the school-fund and State-appropriation $2.50 for every enumerated child. This is a liberal contribution toward the entire ex¬ pense of educating the whole youthful population. A town which receives this money is bound, in honor to the State and in justice to the children within its limits, to see that all of them, or at least as many as possible, receive every year the minimum three months of schooling.” ABSENTEEISM IN NEW HAVEN. The superintendent of the New Haven city-schools says that, notwithstanding the effi¬ cient efforts made to increase attendance, there are in his district 1,597 persons of school- age habitually absent from their place in school. Of those, too, whose names are enrolled on the school-lists, sonm are present only a few days or weeks of the entire year ; so that, if the difference between the average number belonging and the whole number enrolled be found, it will appear that about J.5 per cent, of the latter are merely nom¬ inal attendants, coming and going, changing from one school to another, seldom remain¬ ing long enough anywhere to gain much good — more frequently proving an evil in every room thej^ enter. CHILDREN FORCED TO GROW UP IN IGNORANCE. A more efficient enforcement of the law to prevent truancy and vagrancy has re¬ vealed, he says, surprising cases of ignorance for want of school-instruction. Boys have been found on the street 14 and 15 years of age who did not know the alpha¬ bet and had never been at school a day. The recent prosecution of Italian “ masters” for holding boys in service, literally as slaves, suggests one of the causes which keep children from school and in the “ barbarism of ignorance.” “ But it is not,” he goes on to say, “ the Italian task-master alone who holds his little victims and compels them to perform menial service under the shadow of the school-house without per¬ mitting them to enter. Parents are found, too, so debased as to keep their children from school and compel them to beg food for the family or bring home intoxicating drinks, that they may live in indolence or indulge deprived propensities. Others, for the small pittance a child can earn, are willing to sacrifice the future welfare of their offspring to secure this.” From these and other causes he estimates that forty-one chil¬ dren out of every hundred are daily outside of the rooms of the public schools through¬ out the year. In Southington the same thing is complained of, but not to the same extent, about 8 per cent, of all the children not attending any school, while at least a quarter of the ones attendant have come for so short a time, or so irregularly, as to receive very little benefit. .40 EEPORT OF THE COMMISSIONER OF EDUCATION. non-attendajs"ce due to poor school-buildings. To offset this, however, it is granted that in several of the districts the irregularity and brevity of attendance, or the absolute non-attendance, are attributable to a lamenta¬ ble want of sufficient and comfortable school-accommodations, which ought most surely to be remedied. Whether this has anything to do with the non-attendance in New Haven does not appear. But in all places it must needs be understood that if school¬ rooms are either unhealthily overcrowded and illy ventilated or in such x)oor repair as to be open to all winds, even parents Avho are desirous to educate their children may shrink from exposing them to such unfavorable circumstances. DRAWING IN SCHOOLS. The new school-law permits the school- visitors of any town to require teachers to b© qualified for giving instruction in drawing. The value of this accomplishment in its relation to the various manufacturing-interests of the State is obvious, and the board encourages teachers to make every needful effort to fit themselves for the new duty thus liable to bo imposed. MUSICAL EDUCATION. The members of the board think, too, that the practicability of teaching even very young children to read music and sing by note has been amply demonstrated expe¬ rience in the schools. It has been found, they say, hardly more difficult to teach them this kind of reading than the reading of the English language, while the pleasure universally attendant upon th6,ability to sing, the beneficial effect on voice and lungs, and the agreeable entertainment musical jiractice introduces into the monotony of school-life all conspire to recommend this cheering exercise to those who have in charge the training of the young. Against such as decry music, calling it unpracti¬ cal,’’ they argue that a practicable education is one which fits men and v/omen for the duties which are to occupy their lives. But these duties, ir is urged, include more than the gaining of a livelihood or the acquisition of pecuniary means. “ Education, in its higher and truer meaning, pertains to the whole of a human being. Not the in¬ tellect onlj^, but the finer sensibilities of the soul — the susceptibility to beauty in form, color, or sound — are worthy.of careful culture. This part of education can only begin in the public schools, for it may be continued to the end of life. But if it be neglected at the beginning of the education of a child, it may never receive his attention, any disused faculty seeming to vanish with advancing years.” “ Let the children,” they say, “ then, learn to sing. They need gain no less knowledge of arithmetic, geogra¬ phy, or history, while from this accomplishment they may receive daily enjoyment, not only during their brief school-life, but ever afterward.” IMPROVEMENT IN SCHOOL-BUILDINGS. Incidentally in this connection pleasing reference is made to the evidence of im¬ proving esthetic taste shown in the construction of better-looking school-houses and in the furnishing and surrounding them with things agreeable to see. And then is said, what is worthy of note throughout the country, that “ a pleasant, cheerful school¬ room, whose walls are adorned with maps and pictures, whose surroundings are shade- trees and flowers, and whose inmates add to their knowledge of necessary studies some acquaintance with the ornamental, has a constantly educating influence.” UNION-DISTRICTS; Within the past year, several towns have adopted the union-district-system. While the characteristic caution and conservatism of the people have prevented the rapid in¬ troduction of that system, it is gradually gaining favor. Only one town that has given it a trial has abandoned it. Onehas both renounced it and returned to it within a few months. The erroneous idea that it cannot be advantageously introduced except in compactly-settled towns is slowly disappearing. Two towns, of quite limited and scattered population, have recently adopted it. They can thus dispense with several of their discouragiugly small schools and concentrate their resources on a smaller num¬ ber of schools, each of which can be longer continued and higher in quality, without increased expense to the town. The union-system will thus be seen to be well adapted to the needs of sparsely-settled towns. High schools may thus grow up where otherwise such advance might seem impossible. •SECONDARY INSTRUCTION. The recommendation in a previous report that every town containing a certain num¬ ber of inhabitants should be required to establish and maintain a high school was not embodied in the new school-law. The law on that subject was left, as heretofore, in the form of a iiermission rather than a command. It has simply the force of a recom¬ mendation. But the year covered by the report under review has witnessed new ac¬ tivity in the establishing of high schools. The Morgan school, at Clinton, with a munificent endowment, was opened for the admission of pupils in April, 1872. Its CONNECTICUT. 41 highest department is designed to he a high school of a very superior order, free to all the more advanced pupils of that town and receiving pupils from other towns on pay¬ ment of tuition. This school is conducted under an arrangement entered into between the school-hoard of that town and the trustees of the Morgan school. By a similar arrangement the ‘"Institute,” in Guilford, an endowed institution, es- tahlished about eighteen years ago, has become a free high school for that town. These are practical examples of a suggestion contained in the last report. Three other towns, Norfolk, Old Lyme, and West Hartford, have established higli-schools within the past few months, and in the fall of 1872 New Haven added to its previously-erected schools a remarkably line building for the purposes of a high school. Of the towns just mentioned, except New Haven, only one, Guilford, contains a pop¬ ulation exceeding 2,000. Of the other four. West Hartford alone can be considered a relatively wealthy town. The board are hence justified in thinking that, if towns of small population and moderate wealth can maintain high schools, those more promi¬ nent in either of these particulars may reasonably be exxiected to establish such schools. And it is hoped that the worthy example of these comparatively small towns will soon be extensively followed. Returns from 25 private schools and academies in various portions of the State have been received. Seventy-five teachers conduct the exercises in these schools, an average of three to each. These have under their instruction 709 male pupils anci 603 female, making a total of 1,312, an average- of about 17 to each teacher. • In 17 of the 25 there is instruction in the classics, 335 pupils taking this ijortiou of the course. In 13 of them the modern languages are also taught, 144 pupils taking these. In 12, drawing is taught ; in 16, music, either vocal or instrumental, and in a few cases both. A chemic laboratory is x>ossessed by 5, philosophic ajpparatus by 9, and ii^i some in¬ stances a cabinet, the precise extent of which, however, is in no instance specified. In 15 there are libraries of from 25 to 2,000 volumes, 2 reaching the latter number and 2 others reporting 1,000 each. Several of these schools are new enterprises, two are old endowed academies, and one is rexoorted closed in July, 1873. PUBLIC HIGH-SCHOOL REPORTS. Ten xiublic high schools also furnish reports kindred with the above, evincing on the whole an instruction nearly the same in kind and appliances for illustration, save in the line of libraries, at least not much inferior. For instance, five out of the ten have chemic laboratories, though one of these is designated “ a small one,” and another “ enough for most elementary exjieriments.” Six, to the question “ Has the institution a jihilosoxihical cabinet and apparatus V’ answer, “Yes one with the qualification “somewhat,” and another with a statement of the value of that possessed, $100. As far as can be ascertained from returns, which, in some cases, mix scholars of a lower grade with those of the high school proper and give the teachers also for the whole, 63 teachers have here under tuition 2,402 jmpils. Of these, 286 are reported to be engaged in the study of the classics and 119 in that of one or more of the modern languages. These are not, however, all that are so engaged, as two schools report these studies to be a portion of their course, but do not specify the number of students jiursuing them. In eight of the schools music is taught ; in as many, drawing, in at least its rudi¬ ments. Six have libraries ranging from 50 volumes for reference to 1,000 for circula¬ tion. Taking the sum of teachers and pupils for these academies and high-schools, we have 138 teachers to 3,714 puxiils, at least 907 being students of the classics and 382 of some modern language besides their own. Out of the whole number of pupils, 236 are said to be x)rex)aring for either the academic or scientific departments of the colleges. PREPARATORY INSTITUTIONS. Ill addition to the schools already mentioned, six institutions, engaged in the jirej)- aration of students for colleges or scientific schools, report an aggregate attendance of 630 pupils, of whom 342 pursue classic and 288 scientific studies. Hartford 2)uhlichi{)U school, v^ith 14 instructors, and 267 pupils in classic and an equal number in scientific studies, has 74 in the senior class, 94 in the junior, 163 in the middle, or third, 200 in the lowest, or fourth, grade, and three pursuing an advanced scientific course. The library numbers 1,700 volumes. The chemic laboratory is said to be one of the best in the State. There is a philosophic cabinet worth $3,500, an astronomic observatory, and a gymnasium. The Connecticut Literary Institution, at Suffield, with 6 instructors and 77 pupils, has 56 ill scientific and 21 in classic studies, of whom 9 are in the senior, 33 in the junior, and 35 in the middle or lowest class. There are 1,000 volumes in the library ; there is a chemic laboratory, a small cabinet of natural history, and a philosophic cabinet and aiiparatus. JFoodstocJc Academy, with 7 instructors, has 19 pupils in classic studies, 5 in the se¬ nior, 3 each in the junior and middle, and 8 in the lower grade. There are also 47 in subordinate classes. This academy was re-organized and endowed in 1868, and is now 42 REPORT OF THE COMMISSIONER OF EDUCATION. in successful operation, witli new and sx^lendid buildings, a library with 500 volumes, a cheuiic laboratory, and a X)hilosor)hic cabinet and apparatus. There are three courses of study — classic, scientific, and a young ladies’ or English course. TheHopldns Grammar School, New Haven, founded in 1660, and thenceforth ex)ecially devoted to x)rex)aration for a college-course, now also training special classes for the Shef¬ field Scientific School ; 9 instructors and 202 x)ux)ils in 1873. Kew Haven Collegiate and Commercial Institute, designed to secure for boys, at as early an age as possible, a thorough elementary English education, and on this, as a basis, to give an accurate and comjfiete x)rex)aration for the academic and scientific dej^artments of Yale College, the United States Naval and Military Academies, or any business x^ursuits.” Officers and teachers in 1873, 10; x^upils, 178. Stamford Military Institute, one main x)urx>ose of which is “ to furnish thorough in¬ struction in Latin, Greek, and mathematics to students preparing for college.” lu- struotors in 1873, 5 ; pupils, 41. SHEFFIELD SCIENTIFIC SCHOOL. At this increasingly popular institution, 26 persons graduated in 1872 and the aggre¬ gate number of students for 1872-73 was 201. The 27 State-scholarshix)s having been entirely full for several years and the pressure for admission upon such foundation still continuing, the visitors say that the time has evidently come for enforcing rigidly the req^uirements of the law, which are that, when there are moreapiilications for the State- bounty than vacancies to be filled, the board shall give the preference to such young men as are fitting themselves for agricultural, mechanical, or manufacturing occupa¬ tions, who are or shall become orphans in the naval or military service of the United States ; next to them, such as are most in need of pecuniary assistance ; and, further¬ more, they shall provide that the appointments shall be distributed, as far as xiracticable, among the several counties in proportion to their population. The board justly holds that the benefit which the scientific school has conferred upon the State in turning out young men, who, on leaving the institution, are iirepared to become leaders in import¬ ant callings and educators of the peoxile to a higher grade of culture, cannot well be overestimated. An eifort is on foot, and with fair jii’ospects of success, to raise a professors’ fund of §60,000 for the fuller supjioft of the professors in this school ; and among these x>rofess- ors an important change has occurred. General F. A. Walker, of the United States Cen¬ sus Bureau, succeeding Professor Gilman, who has become president of the University of California. COLLEGES. As respects facilities for full collegiate education, Connecticut maintains a high position. YALE COLLEGE. Yale, now substantially a university, with its faculties of arts, sciences, theology, medicine, and law, still holds upon its noble course of usefulness, with more numerous students, larger provisions for instruction, and a much-increased endowment. The number of its iiost-graduate-students — 80 in all for the iiast year — is indicative of a tendency to more elevated scholarship, while the establishment of a fellowship) in the past year and the axijiointment to it of the valedictorian of the graduating class are steps of decided progress. The grand new building of the scientific school, comxileted in the fall of 1873, is an excellent addition to its means of education in the department of natural science. A great increase of the selectmens in the museums of the college, and of the volumes in its various libraries, adds also much to its capacity for illustra¬ tion of the different subjects studied. The new Woolsey endowment-fund, from which it has received the first installment of §100,000, will enable it to increase the number of its tutors, and thus greatly aid the younger xmpils in its schools.* WESLEYAN UNIVERSITY. The Wesleyan University, at Middletown, though somewhat embarrassed by financial difficulties, is so borne forward by the generous contributions of its friends as to con¬ tinue and even add to its educational advantages, and thus maintain the influence it has acquired, not only over the youth of the great church it is connected with, but also over others that seek instruction in its halls. Two new professorships, one of modern languages and one of analytic chemistry, have been added during the year past and two new* professors fill the chairs in these. Almost alone among the eastern colleges, it has allowed women to study in its classes, in spite of opxiosition from some of its young men, and reports that the women have kept well along with their comjietitors. The record of its alumni, compiled mainly by Orange Judd, esq., and published in 1873, shows 1,028 names of graduates, among them many of distinguished note. *The statement of the financial condition of Yale m.ade by the treasurer for the year ended May .31, 1873, showed the total funds of the institution at that time, in its various departments, to be $1,312,244.55, of Avhich $1,225,002.35 were productive. The receipts from all sources for the year had been $107,427.20 j the expenditures for the same time, $122,320.18 ; balance against the income-account, $14,802.98. CONNECTICUT. 43 TRINITY COLLEGE. Trinity College, Hartford, lias made a great start iu advance, by selling to the city its existing site, for a sum that will enable it to erect upon a greatly better one such buildings as will set it high iu rank among colleges, for the comfortable housing of its students and for affording them recitation-rooms, laboratories, and museums in which it will be a delight to work. Around these buildings, too, is to be laid out, under able supervision, what promises to be, x^erhaps, theffuest college-park iu all the country, en¬ abling it to axiproximate to its English sisters iu the attractiveness and elegance of its surroundings, a thing of which American colleges have been too neglectful hitherto. As with the other institutions above named, a number of scholarships adds to the ability of Trinity to aid students of deffcient means and give at least to such a free tuitiouj with great diminution of the other expenses of its course. Statistical summary of universities and colleges. SUPERIOR INSTRUCTION FOR WOMEN. Three institutions for superior instruction of women make returns for 1873 as follows j (1) Hartford Female Seminary, Hartford, founded iu 1825, by Miss Catharine E. Beech¬ er ; 7 male and 8 female instructors ; total number of students, 130, all girls.” French and German, drawing, painting, and music are included iu the course. (2) Young La¬ dies’ High School, New London ; 3 female instructors ; students, 74 ; graduates since organ¬ ization, 97 ; course, 4 years. French and music in the course. (3) Young Ladies’ Insti¬ tute, Windsor ; 1 male and 5 female instructors, 60 students, 4 years in course ; French, music, drawing, and painting included in it. In all these, beyond a full corps of instructors, the appliances for illustration of phil- osox)hic, chemic, and astronomic studies, as w^ell as the libraries, seem to be less com- Xffete than could be wished. The exxBauation of this is given in a note from one of the principals : “ Our institution, like many another of its kind, lacks that which alone can make it a good school, and at the same time in the least degree remunerative, namely, endowments. ^ ^ We are sorry to send so meager a rejiort. If it was our fault, we should also feel ashamed.” THE NORMAL SCHOOL. The board believes that the State Normal School, at New Britain, has never been more valuable and xn’oniisiug than at the jiresent time. The grade of scholarshi]! is becom¬ ing higher from year to year and the work done is more strictly “ normal,” i. e., the professional training of teachers. Teaching, being truly axirofessiou, requires a special training in order to eminent success as really as any other x)rofession. And this train¬ ing it is the object of the normal schoolto bestow. Greater jirominence has been given to drawing than ever before in this institution or any other iu the State, excex)t the Sheffield Scientific School, and with the hapjiiest results. New desks and furniture, too, have added much to the comfort and attractiveness of the school. Under a new arrangement, already in force, the year will hereafter be divided into two terms of twenty weeks each. At the beginning of each term a new class* will be formed and at the close of every term a class will be graduated. The number of graduates in July, 1872, was 26 ; in Japuary, 1873, 11. This two-term-method has been tried with good result in several of the most successful normal schools in other States. The pupils who enter such schools have usually sufficient reason for wishing to economize both time and money. If there are two periods iu the year wdien they can graduate, a larger number will be likely to seek admittance and to conqffete the course. 44 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING-SCHOOLS. As au evidence of the efiSciency of training-schools, it is said that the superintendent of the New Haven City school-district has during the past twelve months been called to furnish 36 teachers to till positions made vacant by resignation or created by the opening of new school-rooms, and has been able to till them almost wholly from the training-schools under his charge. Of the whole number, 16 were taken directly from the schools and 6 had formerly been members of them, making a total of 22 substitutes furnished through this means, under circumstances which would otherwise have made a supply of suitable teachers utterly impracticable. The value of these schools in enabling a sui^erintendent to supply with well-trained teachers schools that may be vacated during the school-year is sufficiently manifested by this case. The cherishing of this agency for preparing teachers and keeping them in steady readiness for work is hence reasonably urged. Statistical summary of professional, schools. AMERICAN ASYLUM FOR THE DEAF AND DUMB. This institution, the oldest of the kind in the country, located at Hartford, has been in successful operation for fifty-seven years. The entire number of pupils under in¬ struction during the past year has been 280. The number present May 1, 1873, was 220. Forty-three pupils who were dismissed in June had remained in the school upon au average five and three-four fchs years. Four pupils graduated in regular course from the high class, and three of them, young men, have gone to Washington, to X3ur- sue their studies at the National Deaf-Mute College. Mr. A. Graham Bell’s method of teaching deaf mutes to speak by means of “ visible siieech” has been tried during the past year. Considerable attention has been given to lip-reading, but this has been subordinated to what at present seemed more important, the correction of defects in semi-mutes and obtaining a basis of words in the congenital ones. Most of the latter have, in a week or two of special attention, proved that they can read from the teacher’s lips most of the words learned. Experience has strengthened the opinion that the mind of the pupil and a habit of attention should be somewhat developed before attempting “ visible speech.” The practical question Can articulation be made a means of ready communication for the average pupil in our institutions ?” must wait during years of trial for its so¬ lution, but the experience of the past year, so far as it goes, tends toward the belief that it cannot. CONNECTICUT. 45 HOME SCHOOL FOR DEAF IMUTES AT LEDYARD. As this institution now receives patronage from the State, the principal gives an ac¬ count of the school and of the peculiar methods of visible speech there adopted, as fol¬ lows : “I use objects, pictures, and natural signs to communicate the first ideas to my pupils. These ideas are associated with words as rapidly as possible, and as fast as words may be understood, either written or sjioken, all other means of communication are dropped and words alone are employed. “ When the pupil has mastered a few words, reading-lessons in sentences are intro¬ duced. In fact, I treat a sentence much as I do a single word : make it significant of the idea to be expressed. In this way my pupils learn the English language idiomat¬ ically, and are enabled to avoid many of the unfortunate muteisms which mar the compositions of some deaf arid dumb persons who were educated by signs. I try from the first to make my pupils understand common things, and that involves a great "deal of labor which I have as yet found no way to avoid. All the lessons must be prepared by the teacher, and they must be concerning events just occurring or such as have occurred so recently that the recollection of them has not passed from the mind of the pupil. In this manner the pupil learns to use the words which he writes in expressing original ideas much sooner and more naturally that if confined principally to general reading-exercises. Opjjortuuities must be seized. Whenever the mute pupil attempts to express any idea by signs, then is the teacher’s opportu¬ nity to teach a new sentence and perhaps some new words. It will be seen at once that it requires much more industry and application on the part of the teacher to be successful in teaching the English language than would be required to instruct pupils in the sign-language. But the results, I think, fully repay the extra labor.” THE INDUSTRIAL SCHOOL FOR GIRLS. The report of the superintendent here shows that the institution, now thoroughly equipped for its work, has a full and well-organized corps of officers ; that 123 inmates have been under its care, the school being generally more than full ; that the average of committals has been three and three-eighths a month ; and that the girls have en¬ joyed the best domestic, industrial, mental, and religious influences, not simply occa¬ sionally, but without cessation throughout the year. The results have continued to be of the most satisfactory character. There have been no cases of serious sickness or death and scarcely any of illness, and this, too, in the case of children who came to the school with numerous inherited and other tendencies to disease. There has been good progress made by the girls in the day-school, there being no truancy or failure of attendance allowed, and none but approved teachers employed. Some of the girls have become proficient in the domestic department, as is attested by the reports of those who have been placed at service in families. The moral influences of the school have pro¬ duced their legitimate fruit. True, that girls born and bred in the midst of ignorance and vice, and accustomed from their earliest childhood to lie and profane the name of God, and utterly to disregard the restraints of decency, are not in a day nor a year taught to read and write, to understand the proprieties of life, or to perform their duties to God and to society ; but as the best social and religious influences contin¬ ually pervade all departments of the school, as they are wielded by those who delight in their use and make it their life-work to exert them in every form wliich ingenuity and love and a sense of responsibility to God and their employers will suggest, the most marvelous and encouraging transformations do often take place in the character and conduct of the girls. In many cases the. forward and obstinate become quiet and docile. Those who have been previously intractable and unmanageable have been subdued and become grateful, kind, and obedient. The grossly wicked and immora*! have been taught to observe the XR’O- prieties of life, and to feel and acknowledge their accountability to God and to society. In not a few cases have girls who had already entered on a vicious life and been regarded as destined to a life-long course of sin and shame been led to feel that there were even for them possibilities of purity and womanly loveliness and usefulness. When such hopes have ‘been implanted a new wmrld has o^iened to them, and high and noble purposes have been formed and kept. THE CONNECTICUT TRAINHNG-SCHOOL FOR NURSES. The report of this interesting institution, referring to the fact that “ experience has demonstrated the necessity of sxjecial education for the important service required in the sick-room,” dwells on the success which skillful training enabled Florence Nightingale to reach in the Crimean war, and some among the lady nurses in our civil war, and goes on to say, “Our most experienced physicians complain bitterly of the if/norance of nurses and the mismanagement of x)atients by unskilled attendants. The recovery of an invalid often depends more on good nursing than on the skill of the x)hysiciau, and tlie efforts of the best doctors can be neutralized by blundering uiion the i)art of these. Every nurse 46 REPORT OF THE COMMISSIONER OF EDUCATION. should be competent to recognize and report to the doctor the variations of the pulse, the temperature of the body, the action of medicines, and the significance of ordinary symptoms, and to understand the dressing of wounds, the ventilation and disinfecting of rooms, the quieting of patients, and the preparation of food for the Sick. The training-school now organized in New Haven to teach women these things is, therefore, commended to the liberality of the people. The members of the medical profession in New Haven are said to be a unit in its favor. The enlarged State Hos¬ pital in the city supplies a field for the development of nursing skill. Managed by eminent physicians, placed on an unsectarian basis, and designed for the whole State, it is hoped that the school may secure a general sympathy. EDUCATION IN PRISONS. In view of the fact that ignorance is a fruitful source of crime, every effort is made to educate as well as to reform the juvenile offenders in the Industrial School at Middletown and the Reform School at Meriden. It is held that, while solitary confinement may be a merciful arrangement, as also a needful punishment - in certain cases, still, as a rule, in any ordinary jail, idleness will not prove especially reformatory, but that prisoners should have access to books and light enough to admit of reading these. In the State Reform School the boys are, therefore, well instructed, wisely trained to industry, and formed into evening-classes when their work is done. Some of the classes are said to show great ambition to excel and to have made rapid progess. There are eleven school- sessions per week, of about two and a half hours each. The trustees say that they have always recognized in the conduct of the school, and mean to insist on it still more stren¬ uously, the principle that boys committed there must have the primary rudiments of education before they are sent out either to their friends or to places. Labor enters largely as an element of success into the conduct of the school and has lately been more than usually successful in results. The idea is expressed that the enforcement of the truant-law is already being felt in a smaller number of commitments, and the hope is entertained that, if thoroughly carried out, it will in time work a revolution in the morals of the juvenile population. teachers’ institutes. The whole series of regular institutes held in the year past are said to have pro-vod more than usually successful. The interest shown by the large audiences gathering during the day, as well as in the evening, was very gratifying. ' The importance and usefulness of these meetings Vv^ere generally appreciated. Many local institutes, also, occupying a day or part of a day, were held in different sections of the State. It is proposed to multiply these meetings for the benefit of the teachers and friends of edu¬ cation in individual towns. Reading, language-exercises and the mastery of the mother tongue, drawing, and map-drawing will be prominent subjects of discussion and illus¬ tration at these town-gatherings. • teachers’ meetings. Besides the frequent meeting of the Teachers’ Institutes, noted elsewhere, at Plym¬ outh a school-visitor has succeeded in interesting the teachers under his superintend¬ ence in a series of teachers’ meetings, which are held once in two weeks. At'- these gatherings mutual improvement is sought through the medium of essays, discussions, and interchange of thoughts and plans. The success attending this arrangement is said to be most gratifying. NEW SCHOOLS -ESTABLISHED DURING 1873. In addition to the high schools noticed jireviously, one has been opened at Putnam, and new school-houses have been builfiat Groton, Portland, West Norwalk, Thompson- ville, New Haven, and New London. THE BULKLEY SCHOOL. The last, called the Bulkley school, in honor of its founder, the late Leonard H. Bulk- ley, at New London, deserves special mention for the good management which has marked its progress. The fund donated for the school by Mr. B. (|21,000) came into the hands of trustees appointed by him in 1852. It was at once so invested as to yield considerable returns, and these, added to the principal for twenty years, have enabled the trustees to erect a beautiful stone building, costing $38,000, and leave $50,000 as a permanent investment for the support and improvement of the school. This school is to be free to all boys over twelve who have a home in New London and can pass the requisite examination for admission. A noble monument of its founder, this : a source of blessing to multitudes for untold years and an interesting instance of the progress that may be made in educational facilities through judicious husbanding of funds. CONNECTICUT. 47 ^ THE SCHOOL-LAW. • The report says : “The revised school-law of 1872 gives general satisfaction. It is, doubtless, susceptible of some improvements, but no serious complaint has been urged against any i^art of it, and we recommend that it remain for the present unchanged.” THE STATE BOARD OF EDUCATION. The board in Connecticut is said to be fortunately constituted, representing various pursuits and professions, the college, the snpreme court, the legal profession, and the practical teacher and business-man. Several of its members have had long experience both in the teaching and supervision of schools. That gentlemen of their high stand¬ ing, burdened with their professional or business-cares, consent to give so much time and thought to this cause deserves a grateful recognition from the friends of educa¬ tion. EFFECT OF EDUCATION. The statistics of the United States Patent-Office show that the inventive genius of Connecticut is unrivaled. This pre-eminence is justly thought to be clearly due to the foresight of the fathers of the State in organizing public schools, which the text-books of the times, even tlK»se published in New York and Philadelphia, jironouuced the best in this country. Education hence became universal, and the results show the x^ecu- niary value of intelligence. SHOULD AJMERICAN YOUTH BE EDUCATED ABROAD? The secretary thus remarks in considering the above topic : “American and European schools have their distinctive excellences, and can each learn much from the other. Of late the schools of Prussia have been overpraised. Though justly lauded by Horace Maun, Professor Stowe, and others, thirty years ago, they do not retain the same xire-eminence. Eelatively there has been greater xirogress in some other lands. “ The Prussian system, though of acknowledged excellence, is in some measure stereo¬ typed. A just pride in the laurels won now tends toward satisfaction with x^iist achievements. Such comxhacency does not foster that sx)irit of xirogress and improve¬ ment so consiiicuous in Austria and America. “ For our youth, American schools are better than European. To send our bo3^s or girls away to foreign boarding-schools is a great mistake or, rather, one of the fashion¬ able follies which is just now having its day. “ In the German schools the course of study is so unlike ours, the subjects and method so peculiar, and the xn'ocesses so sIow, a3 to weary if not disgust the American boy. To him the school-rules seems odd, if not arbitrarjn Alauy American boys I found there ill at ease, if not discontented, grumbling, and homesick, because, they said, these strange methods are not so well fitted to serve the practical ends of life and meet the conditions of success in America. “In x^hilologic studies and researches, in the refinements of art, in music, and in manners, European schools excel. But this linguistic and esthetic culture, admirable as it is, xmorly compensates for the loss of a more xmactical training and for the neglect of our own vernacular and literature, too common with our boys educated abroad.” WOMEN AS SCHOOL-VISITORS AND TEACHERS. In Connecticut, as well as in Massachusetts and several other States, the secretary states that Avomen are beginning to serve as school-visitors. So far, the experiment is reiiorted to work well : “ In some towns it is not easy to find xirofessional men, whether clergymen, lawyers, orxihj^sicians, who will sxiare the time required for the thorough sux^ervisiou of schools. In such towns there are usually v/^ell-oducated Avomen, exxierienced as teachers, in XI ractical symxiathy with the work of the school¬ room and with leisure and heart for the duties of the office. The great majority of teachers are females. During the last summer the number of male teachers was only 198 Avhile the females numbered 2,240, being more than eleven times the number of males. LIST OF SCHOOL-OFFICIALS IN CONNECTICUT. MEMBERS OF THE STATE BOARD OF EDUCATION, 1873-74. Ex-ojjicio. Name. Post-office. His Excellency Charles R. Ingersoll . New Haven. Hartford. His Honor George G. Sill . . . 48 REPORT OP THE COMMISSIONER OF EDUCATION, By appointment of the general assembly. Name. Term — Post-office. Thomas A. Thacher . . . . . . . E.vpires 1 874 New Haven. Hartford. Mystic River. Litchfield. Elisha Carpenter . . . . Kvpirosi William H. Potter. . . . . . . . . . . Expires 1876 . F.xpiri'S 1 877 George M. W oodruff _ ..... _ _ _ _ _ _ . CITY AND TOWN SUPERINTENDENTS. City or town. Name and title. Post-office. Bridgeport . Danbury . Derby . Enfield . Greenwich . Groton . Hartford . Killingly . Meriden . . Middletown Cit5^ Do . . New Britain _ New Haven . New London . . . . Norwalk . Norwich City. ... Do . Do . . Stamford . Stonington . Vernon . "Waterbury City , Do........ Windham . . Rev. Sylvester Clark, acting visitor Dr. E. F. Hendrick, acting visitor .. Rev. C. J. Hill, acting visitor . Dr. E. F. Parsons, acting visitor _ Myron L. Mason, acting visitor . Samuel S. Lamb, acting visitor . Dr. E. K. Hunt, acting visitor . Anthony Ames, acting visitor . Dr. C. H. S. Davis, acting visitor - Henry E. Sawyer, superintendent.. George W. Atkins, acting visitor... Charles Northend, acting visitor ... Ariel Parish, superintendent . Ralph Wheeler, acting visitor . J. W. Wilson, acting visitor . N. H. Whittemore, superintendent. . Rev. A. F. Spaulding, acting visitor John W. Crary, acting visitor . John Day Ferguson, acting visitor . B. F. Williams, acting visitor . Gelen W. Wert, acting visitor . M. S. Crosby, superintendent . Rev. C. F. Elliott, acting visitor _ Huber Clark, acting visitor . Bridgeport. Danbury. Ansonia. Thompsonville. Greenwich. Mystic. Hartford. West Killingly. Meriden. Middletown. Do. New Britain. New Haven. New London. Norwalk. Norwich. Do. Stamford. M.y Stic Bridge. Rockville. Waterbury. Do. Willimantic. DELAWARE. 49 S) jL A. A. IS !tE • fTliis information Las been collected and prepared by Colonel I. Edwards Clarke, of tbe United States Bureau of Education.] THE SCHOOL-FUND. The anditor’s report in 1872 gives the following statistics for 1872 : In New Castle County there were raised by contribution . |131,779 16 Received from State fund . 10,048 84 Number of districts . Number of schools in operation. Number of mouths in operation, Number of scholars . 95 96 966 7, 310 In Kent County there were raised by contribution . ^21, 840 21 Received from State-school-fund . 8,737 44 Number of districts . . . 118 Number of schools in operation . . . 102 N umber of months in operation . . . 907 Number of scholars . . . -• . 5, 235 In Susses County there were raised by contribution . $9, 665 26 Received from State-school-fund . . . 10,327 20 Number of districts . 168 Number of schools in operation . 151 Number of months in operation . - 690 Number of scholars . 6, 245 ACTION ON PROPOSED REVISION OF SCHOOL-LAW. There has been no change in the school-law of the State. An attempt was made during the session of the legislature to pass a law amending the present school-law, by providing for a thorough supervision of the schools, for annual reports of the condi¬ tion of the schools to be made to the governor or legislature, and for giving to the col¬ ored population irro-rata proportion of interest in the school-fund. This bill was introduced in the house of rej>resentatives, March 19, 1873, by Hon. John Hickman, chairman of the house-committee on education. It x)assed the house, but failed to jJass the senate. EXISTING SCHOOL-LAW. / Abstracts of the present school-laws were given in the reports of the United States Commissioner of Education for 1871 and 1872. By these laws all questions relating to the schools are left entirely in the hands of the inhabitants of the school-districts, Avhose votes decide whether there shall be a school or not, and whose only connection with the State-authorities comes from the provision that a certain minimum amount of school-tax must be raised by each district in order to entitle it to its iiro-rata share of the school-fund. SPECIAL SCHOOL-LAW FOR WILMINGTON. While for many years there has been no important change in the school-laws apply¬ ing to the State, there has been a notable exception in the case of the city of Wilming¬ ton. In that city all matters relating to the public free schools are x)laced, by a law passed three years since, in charge of a board of education, which is elected by tbe citi¬ zens. Under the direction of this board and the supervision of an able and ellicieut city-superintendent of schools the system of public schools at Wilmington is rapidly developing. LEGISLATIVE VISIT TO SCHOOLS AT WILMINGTON. At the invitation of the Wilmington school-board the legislature of the State during its last session paid a formal visit of two days to that city, as the guests of the schooi- 4 E 50 REPORT OF THE COMMISSIONER OF EDUCATION. board and the city-conncil. They examined the schools with great care and manifested much interest in the workings of the city-school-system. INCIiEASIXG INTEREST IN PUBLIC SCHOOLS. An increased interest in education is shown in many parts of the State, which it is hoped will result in the ultimate adoption of some improved system, which shall bene- ht the rural school-districts. Stimulated by the successful results of the new school- system adopted by the city of Wilmington, the larger towns are mauifesting more inter¬ est in their public schools. Such reports, however, as are received from the country districts show little change. When it is remembered that the school-law of Delaware, substantially as it now exists, was adopted in 1829 and that it is wholly wanting in those provisions for the general supervision of schools or for any report of their condi¬ tion from time to time, which are considered as all-important in all recent State com* mon-school-systems, this stationary condition of things in the country districts is no longer surprising. * The ratio of representation in the legislature, being based upon the census of 1830 and being equally divided among the three counties of the State, prevents that imme¬ diate action upon general State-legislation in regard to schools which the rapidly-in¬ creasing population of the city of Wilmington might be expected to exert. As showing the line of movement in regard to the general educational interests of the State, the following abstract from the proposed law, introduced during the last ses¬ sion, to which reference has already been made, is inserted : ABSTRACT OF PROPOSED SCHOOL-LAW. The bill was entitled “An act to amend the several acts relating to free schools in this State.” The bill consists of seventeen sections. It provides for the election of county and State-boards of schoohcommissioners — the preseut law providing for the election by the taxable inhabitants of each school-district of three district-school-com - missiouers — for the appointment by the governor of a county-superintendent for ea.ch county, and for an annual rei)ort on the condition of the schools to be made to the governor and legislature. It further provides for careful supervision of every school, orders the district-commissioners to raise a certain specified annual tax, and makes them personally responsible for the amount ; j)i’ovides for the examination and certili- cation of teachers by the county-superintendents ; and authorizes the establishment of colored-schools, by the colored taxables of any district, in tlie same maunerthe white- schools are now organized, and which are to be numbered in the State-system of schools. COUNTY-BOARDS. The bill provides for the annual election by the commissioners of each school-district of one of their number to be a member of the county-board of comn)issioners. The county-commissioners meet twice a year, on the first Tuesdays of May and No¬ vember, at the county-seats of each county, at 1 i). m., and organize by electing from their members a president, secretary and treasurer, who shall serve for one year or until their successors shall be elected in like manner. DUTIES OF COUNTY-BOARDS. The county-boards shall hear and determine all controversies between different school- districts, between the county-superintendent and district-commissioners, and appeals by^ teachers from county-superintendent, subject to final appeal to State-board ; they shall have full power to form new school-districts and to change the limits of the old ones, to determine on and provide text-books at cost; they shall receive, consider, and act upon the reports of the county-superintendent, required by law to be made, and shall consider all matters relating to education in the county and recommend such charges in the State-law as they think desirable. STATE-BOARD. The State-board, composed of the several county-boards and the county-superin¬ tendents, shall meet annually on the first Tuesday in October in the capitol at Do¬ ver, at 2 p. m., and organize by electing one of the county-superintendents imesident; shall also elect a vice-president, secretary^ and treasurer. DUTIES OF STATE-BOARD. The state-board to hear appeals and determine controversies between superintend¬ ents and county-boards, superintendents and trustees or commissioners, and between commissioners and teachers ; also to receive and consider reports of county-superin¬ tendents. It shall designate some x>erson to x^erform the duty, or, failing to do so, shall through its president make full report to the governor of the conditions of the schools in the State, with such suggestions as seem advisable. A majority of mem- DELAWARE. 51 bers of State and county-boards, respectively, shall constitute a quorum to ( o utiss, but a less number may adjourn from time to time till a quorum is obtained, i er- mauent records shall be kept by secretaries or treasurers of boards, and all who or are entitled to receive school-funds shall give bonds in double the amount likelj' to come into their hands. COUNTY-SUPEKINTEXDENTS. The governor shall appoint annually some fit person to be county superintendent of free schools in each county, who may be removed on request of two-thirds of the mem¬ bers of the coiAity board. DUTIES OF COUNTY-SUPERINTENDENTS. Ho shall visit every school in his county at least once in the year ; shall take notes in regard to the school-buildings, property, and surroundings; the qualification ami efficiency of the teachers; conduct and standing of scholars; method of instruction and discipline of the schools ; and report fully in wnlting to each meeting of the county- board the condition of the schools, with such suggestions as he deems best, these re¬ ports to be sent to the State-board for use in making the report to the governor. In all controversies his opinion shall be first taken, but appeal may be takqn from his (xecis- ion to county and finally to State-board. His whole tin)e shall be given to promoting the cause of education in his county, and he shall engage in no other business. He shall, ex offtcio, be a member of the county-board of his county and shall attend all its meet¬ ings. SALARY OF COUNTY-SUPERINTENDENTS. County-superintendents shall receive a salary of $1,200, to be paid quarterly by the State-treasurer in amounts drawn by themselves and approved by president of the county-board of their respective counties. No president shall so approve unless the superintendent has made the reports required and discharged his duties faithfully. TEACHERS. A county-superintendent shall examine all persons who shall apply to him for that purpose, who propose to teach in his county, examinations to be public and oral or by writing, or partly by each method, to bo held at such times and places as he may ap¬ point, having due regard to necessities of schools and convenience of teachers. CERTIFICATES OF TEACHERS. Applicants who satisfy the requirements as to character amd qualifications shall re¬ ceive a certificate, good for one year, but to be effective must be countersigned by treas¬ urer of county-board, to whom a fee of $3 must be paid. Applicants refused a certifi¬ cate, or dissatisfied with the grade given, can appeal to the county-board. Superiii- teudent shall keep an accurate list of all certificates granted by him, with date ami name of person to whom granted. The fees for certificates may be appropriated by the State-board to defraying the contingent expenses of State and county-boards, the surplus to be appropriated to any laudable object for the promotion of general education in the State at discretion of the State-board. DIS'J’RICT-TAXATION. Sec. 12. It shall be the duty of the school-commissioners of every school-district in the State to raise by taxation, yearly, in the manner now x)rovided by law, without r*'- gard to any vote thereon, at least $75 for school-purposes; and any school-com¬ missioner failing to do so shall be personally liable to such school-district for that amount, which may be collected in an action at law in the name of the district for that purpose ; and it shall also bo the duty of the auditor of accounts to see that this provision is faithfully complied with. teachers’ reports. Sec. 13. Every school-teacher in this State shall keep a complete list of eveyy scholar' in his district and his daily attendance, and of the days taught therein, and of the branches taught by him, and make report thereof to the county-superintendent as often as may be required, and the superintendent may prescribe and furnish forms for such reports, to be paid for out of such funds as the respective county-boards may direct. COLORED-SCHOOLS. Sec. 14. Whenever the taxable colored people of any neighborhood in any county of this State shall desire to organize a colored-school, and shall satisfy the school-com¬ missioners- of the school-district in which the same is to bo located that tliey liavea suitable house eligibly situated therein; that within a circuit ol five miles thcreot there are at least thirty-live colored children over six years of age needing instruction ; 52 REPORT OF THE COMMISSIONER OF EDUCATION. aud that tlie colored taxables within the limits aforesaid have voted, in the manner now prescribed by law, to raise by taxation at least $75, such school, with the limits afore¬ said, shall be recognized and established as a colored-school, and all snch schools shall be nnder the direction of the school-ofQcers as in other cases and subject to all general laws not inconsistent herewith ; and shall be numbered in the several counties respect- ivc'ly as Colored School No. 1, and so on, consecutively, according to the priority of the date of their organization. In the city of Wilmington, however, the limits of such colored-schools may be hxed and regulated by the, board of education, or whatever offi¬ cers hav'e, for the time being, control of the schools of t hat city ; Provided, however. That no such school ImviTig less tlian thirty-five children, as aforesaid, shall be entitled to its proport ionate share of the schotd-fund, n4 Increase . 3 Number of sittings in all the schools . 4, f-O;^ Increase . Number of sittings in grammar-schools . . 862 Increase . . . 0 Number of sittings in primary schools . 3, 640 Increase . -'-OO TEACITEUS. Whole number of teachers, including teachers in the evening-schools, some of whom are also employed in the day-schools . 97 Male teachers in the evening normal school . 2 Increase . 0 Male teacher in grammar-schools . 1 Increase . 0 Female teachers in grammar-schools at the close of the year . 17 Increase . 2 Jslale teacher in primary schools . 0 Female teachers in primary schools at the close of the year . 64 Increase . . . 3 Male teacher in the evening-schools . 0 Female teachers in the eveuiug-schools . 13 Increase . 1 Special teachers of music, drawing, &c . , . .0 PUPILS. Whole number enrolled during the year . 5, 920 Average number belonging to the schools . 3, 660 Average daily attendauce . 3,355 Average daily absence . 295 Per cent, of attendance on the average number belongiug . 92 Number perfect in attendauce the whole year . QS Number perfect ip attendance during the four school- months ended Decem¬ ber 20. . 258 Number perfect in attendauce during the three school-months ended j^Iarch 14 . 4L3 Number perfect in attendance during thefour school-mouths ended June 28. . 330 Average number of pupils .belonging to grammar-schools . 650 Average daily attendance . 625 Average daily absence . . . 34 Per cent, of attendauce in grammar-schools . 948 Average number of pupils belonging to primary schools . 2, 991 Average daily attendance . . . 2, 730 Average daily absence . 2t31 Percent, of attendance . 912 Average number of pupils to a teacher in grammar-schools . 33 Average number of pux)ils to a teacher in primary schools . 47 TUITION AND COST OF BOOKS. Average tuition per pupil in all the schools, estimated on the average number belonging . . . . . . $8 92 Average tuition per pupil in grammar-schools . 14 70 Average tuition per pupil in primary schools . . 7 60 Average cost of books and stationery per pupil in all the schools, estimated on the average number belonging . 1 15 Average cost of books and stationery per pupil in grammar-schools . 2 23 Average cost of books and stationery per imxjil in primary schools . 93 54 EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS. The report gives a statement of each of the school-buildings and of the number and salaries of the teachers. There are fourteen school-buildings of brick and one of v-ood. There are two grammar-schools, with desks for 8G2 piix^ils, and thirteen primary schools, with desks for 3,C40 pupils. TEACHERS’ SALARIES. There are eighteen teachers of the grammar-schools. The male principal of school No. 1 receives a salary of $1,200. The lady in charge of the girls’ department re¬ ceives $800. The lady principal of school No. 4 receives |1,000. Three assistant grammar-school-teachers receive $550 each, three receive $500, five receive $400, and four $1’25. Of the primary-school-teachers ten principals receive $460, nine tcaclicrs receive $380, forty-live receive $360. EVENING-SCHOOLS. In addition to the above schools, evening-schools are held which are taught by thir¬ teen lady teacliers and attended by 339 scholars. Salaries of teachers not given. PROPORTION OE MALE AND FEMALE TEACHERS. Including the teachers of the evening-schools there are employed in the public schools of Wilmington ninety-live female teachers and one male teacher. . PRIZES. Silver medals are given by the board of education for perfect attendance during the w'hole year. Ninety-six of these medals w^ere awarded during the year closed July 31, 1873. T\ro gold medals, one for boys, one for girls, are given by John H. Adams, esq., for excellence in English grammar. H. B. Seidell, esq., gives annually three prizes in books for best scholarship to the boys of grammar-school No. 1. Messrs, Howard M. Jenkins, Anthony Higgins, and Wm. S. Hilies gave similar x>rizes this year to school No. 4. Col¬ onel B. R, Heisler gave two prizes for excellence in elocution. Lists of the recipients of 'these various prizes, and also of all the pupils perfect in attendance during each term, are given in the report. The following table, which shows the number of pupils of each age in the several schools, is of interest as giving the xiractical limits of school-age'; Table of ages. AGE AT LAST BIRTH- DAY. School. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Number 1, boys’ Uepai'traent _ 2 3 15 32 33 20 11 1 Number 4, girls’ dep^rtrueLit. . . . 1 7 17 28 23 23 15 Number 1 girls’ department... 1 5 6 52 84 80 ■ 65 17 3 Number 4, boys' department.... 12 25 41 34 23 12 2 Number 2 . 26 42 46 48 64 48 45 27 9 3 Number 3.... . . . . 14 37 55 68 62 29 20 8 2 X’jimKpr 5 .. _ 7 19 19 24 26 12 4 1 2 miiHV . .... 35 55 54 64 47 38 34 14 8 Number 7 . 37 36 31 42 56 43 26 27 21 4 2 ... ..... _ _ 33 50 47 5l. 48 24 27 13 6 "SJ 7tTY> hipr 14 9 14 10 3 4 1 11) . . . ..... 33 43 45 66 45 25 29 12 3 1 iv> hpr 11 ... 8 16 13 19 15 1] 8 4 6 Number 12 . . . ..... 18 20 29 30 22 26 18 8 ■’4 1 1 _ 33 51 46 14 6 1 Wor 14 _ 19 12 22 14 20 15 9 7 6 1 Number 15 . 36 56 39 48 38 32 38 17 12 1 1 .... Totfils . 299 423 i 403 ! 460 408 422 415 313 228 88 74 22 EXAMINATION, PROMOTION, AND CLASSIFICATION. Three examinations for promotion were held during the year : the first, the week previous to the Christmas holidays ; the second, the first week in April ; and the third, the two weeks jirevious to the close of the schools, June 27. In the sixth xH imaiy grade, and in all the grades of the grammar-schools, the answers in these examinations were given in writing. Owing to the large number of appli¬ cants at tbo XM’iuifiry schools, no absolute standard of scholarship was fixed for promo- DELAWARE. 55 tion ; but, of tLe pupils in the lower grades passing the best examinations, enough were promoted each time to till the vacancies in the grammar-schools. Such, however, was the ambition of both teachers and pupils to make high averages in examiiiation, that few were promoted whose averages were below 70 per cent. Promotions were made mainly on the examinations. In some cases, however, pupils were promoted who stood lov/ iu examiuation, but had been so regular in attendance and correct in recita¬ tions that it was obvious that it would be better for them to go up. The desire in classing pupil was to put each wdierehe would learn most. Besides these three general promotions, special promotions w'ere made within the schools whenever, iu the judgment of the i)rincipals, pupils were prepared to do the work of the next higher class. This custom, of long standing here, vmrks good con¬ tinually. JMerited promotion is worth more, to stir pupils' to activity, than all other rewards. Some do not look favorably on these special j)rou3otious, because they de¬ prive teachers of their best pupils before examination. Against this desire to kee]) back bright pupils for the credit they may do the teacher at examination is the good of the pupil and the incentive to study that comes from the belief that a promotion will be received as soon as the pupil has made it evident that it will be better for him to be in a higher class. It wmuld be desirable to have the number of pupils equal in all classes of the same grade ; but, in Nos. 5, 9, 11, 12, and 14, to keep up large classes it is necessary either to class the pupils so that the best scholars in the class are discouraged by feeling that they are learning nothing new and the iioorest by feeling that the lessons are too diffi¬ cult for them or for each teacher to take more classes than in the large schools. The latter plan is much the better for the pupils, and has been adopted, although it increases the work of the teachers and disturbs the order of the schools. Another difficulty iu class¬ ification has existed in the highest grade in the grammar-schools. At the end of each school-year, many members of the two classes of highest grade leav’e school alto¬ gether. If the best scholars in these classes Avish to continue in the school another year, they know that they must be classed Avdth scholars who are promoted into their class, not because it is better for them to be in a higher class, but to fill vacancies that cannot be filled in any other way. Instead of filling these classes with those who are not able, doing the work thoroughly, to go foi'Avard as fast as the members of the old classes, it would certainly be better to lot these classes remain smaller than other classes. It is sometimes better to have tAvo small classes recite in periods of tw'enty minutes each, than one large class, composed of pupils of different attainments, in one period of forty minutes. In fixing the time for promotions, the number of pupils to constitute a class, the length of time for a recitation, &c., it is A’ery Avell to try to make all things adapt themselves to the regularity of a symmetrical system ; but the irregularity of life out of school and the differences of intellect make it iiecessary that the system be a plia¬ ble one, and that it bend to fit these irregularities and differences, where they cannot be removed. ARITHMETIC. A great improvement is noted in the teaching of this study in the advanced classes, ns, howeAmr, “ the greatest difilculty is experienced iu teaching the youngest children.” Eight pages of the report are deAmted to the a,bstract of Grube’s system of communica¬ ting a correct idea of numbers to beginners, made by Louis Sokleu, assistant superin¬ tendent of the public schools of St. Louis. DRAWING. The importance of industrial draAving to the youth of a city hawing such manu¬ facturing interests as ours can scarcely be overestimated. That there is talent for drawing among our young people, the blackboards of every school in the city prove. Horace Mann’s words apply to us exactly : “• With the inventive genius of our peo¬ ple, the art of drawing would be eminently useful. They Avould turn it to better ac¬ count than any other people in the Avorld. We now perform far the greater part of our labor by machinery. WhateAmr will advance the mechanic and manufacturing arts, therefore, is especially important here ; and v/hatever is important for men to know, as men, should be learned by children in the schools.” Hon. Birdsey G. Northrop, secretary of the board of education of Connecticut, says : DraAving ought to be taught in every school of^his country, as it is in Switzerland, Germany, and other European countries. Aside from its important influence iu cultivating the percepti\"0 iiowers, the memory, the taste, and the imagination, it is the most essential preparrdion for the skilled artisan. No study pays better. None can so greatly improve our mechanical industries or multiply our resources.” Drawing has been taught to some extent in all our schools, but, until Avithin the last year, iu few cases according to any system or with reference to anything beyond copying pictures. About the middle of the year, Bartholomew’s drawing-cards and books Avere introduced into nearly all our schools. The publishers of these books pre¬ sented to the schools a copy of their Teacher’s Guide for each teacher using their books 56 EEPORT OF THE COMMlSSIO:>fER OF EDUCATIOIS'. or cards. Previously, instruction in drawing had usually been given to one pupil at a time. These guides gave the teachers an insight into a method of using the blackboard and directing the pupils iu such a way as to instruct a whole division at the same time. The work was taken up and prosecuted under this new plan with commendable interest ; but not with the success desirable. All felt the need of a leader in the work and of being taught themselves by a master of the art. I would suggest in this conneefiou the im])ortauce of having a special teacher of drawing employed to instruct the teachers in this branch, and also to give instruction to the advauced classes in the grammar-schools. In this way di’awing is being success¬ fully taught iu many cities and towns. Walter Smith, State-director of art-education in Massachusetts, iu his last report to the State-board of education, says : “ In my conference with school-committees I have recommended that, to introduce drawing into the common schools, the regular teachers should be instructed by a special teacher of drawing and that they then be required to instruct their scholars, and have done this both because of its economy and ediciency. “ On principle, I object to special teachers being employed in the public schools for the purpose of elementary teaching, for the regular teachers are thereby set aside and their inefficiency proclaimed. Whatever it is reasonable to expect little children to learn, it caunot be unreasonable to suppose that adult teachers can also learn ; and inasmuch as this question has cassed out of the region of theory into the realms of experience, and it has been found that every willing teacher can both learn and successfully teach elementary drawing, any school-committee which will provide for the instruction of its teachers ma.y now introduce the teaching of drawing into its schools with the great¬ est efficiency. My advice has been followed iu many^ cities with good results, and I hope before the year 1873 is past every city and town iu the Commonwealth will have thus provided sound instruction in the schools.’’ NORMAL SCHOOL. There were thirty-eight sessions of this school during the year. From September 7 till December 7 it was held from 10 to 12 o’clock a. m. on Saturdays, and from De¬ cember 7 till the end of the year the sessions were from 7 to 9 o’clock on Friday even¬ ings. The whole number of teachers who were members was sixty-tive and the aver¬ age atteiidauce thirty-six. The object had iu view, in making out the course of study and in assigning the les¬ sons each week, was to review the subjects iu w'hich teachers are required to be exam¬ ined at the close of the year. At the annual examination of teachers, held iu July, 1872, twenty-eight made a gene¬ ral average iu the elementary branches of 80 per cent, or more of correct answers. Of these nine studied algebra and general history in this school, during the year, and several of the others, I think, pursued these studies elsewhere. During the next year these can finish the studies required in order to receive the certificate of the committee on teachers exempting them from examination. The fol¬ lowing course of study has been adopted for the coming year: COURSE OF STUDY. First term, commencing Septeniber^ and continuing tivcnty- one weeks. Time. Clags A. Class B, first division. Class B, second division. 7 to 8 p. ra . 8 to 9 p. m . Geometry . Natural philosoiiliy . . Grammar . Arithmetic . Grammar. Arithmetic. Second term, commencing February 7 and continuing twenty-one-iveeks. Time. Clasg A, Class B, first division. Class^B, second division. 7'to 8 p. m . 8to9p. m . Geometry . Natural philosophy .. Physical geography.. Grammar . Grammar. History of the United States. As two years are allowed by the rule of the board for the study of algebra, geome¬ try, general history, and natural philosophy, those who enter the A class this year can study algebra and general history next year. Teachers, of all persons, have need to be constant students. Few persons will follow- out a course of study alone, but where several with similar interests can unite in a DELAWARE. 57 study the social element introduced renders agreeable what undertaken alone would be iiksome and soon abandoned. From this source comes one of the good results of the normal school. Another good result is that those who have a professional spirit and arc enterprising have an opportunity in this school to show their fellow-teachers their litnessfor leadership in educational work. Your appreciation of the efforts of the teachers to educate themselves more liberally, shown in the fair advance of salaries lately made, has been very encouraging, and will lighten the labor of preparation for these Friday-eveniug-recitations. THE teachers’ INSTITUTE. Each of these monthly meetings of the teachers was attended, so far as I know, by all of our teachers, except a few who were absent from one or two meetings on account of sickness. At the organization of the institute Miss Elizabeth D. Fraser was elected president for the year and Miss Sallie Hare secretary. A committee was appointed at each meeting to prepare business for the next meeting. Through the efficient management of the officers and'the hearty co-operation of the members, a larger amount of impor¬ tant work was done in the course of the year. RESUME. All connected with our schools have reason to congratulate themselves that during the year just passed these schools have made commendable progress. The attendance of pupils has been good, and their interest in study continually increasing. More teach¬ ers than heretofore have succeeded in governing without resort to severe punishments, and there is a growing conviction that even very bad children ought to be governed by something higher and better than the rod. There has been much painstaking on the part of the teachers to have the pupils enjoy their school-life. Gratifying progress has taken place in object and other kinds of illustrative teaching. Strenuous efforts have been made to solve the very important problem, how to keep the attention of all the members of a class on the point before the class. The device of requiring children to copy reading, geography, and other lessons on their slates, to keep them quiet, has not been so much abused as heretofore. A true professional zeal has been shown by the study of works on teaching and by attendance at and participation in the exercises of the Friday-evening normal school and the monthly teachers’ institute. You who are members of the board of education have, by the time and attention you have given in order to obtain good sites and plans for school-houses, by the encourage¬ ment and support you have given the teachers in the discharge of their duties, by the care you have exercised in promoting teachers to advance them according to their merit, and in selecting and providing text-books to get the best at the lowest market- prices, by the silver medals that you have promised to pupils perfect in attendance and the gold medals and large prizes of books, (the private gifts of members as rewards for Ecbolarship,) by your faithfulness in watching over the other interests of the schools, and by your wisdom in legislating for them, done a noble work for the advancement of this great xiractical scheme of moral and intellectual improvement. In conclusion, I desire to return ray sincere thanks to the jiress of this city for the promptness with which they have published whatever seemed likely to advance the interests of our schools and for their frequent and able advocacy of measures tending to promote the cause of education in our midst ; to the teachers for the many exiires- sions of kindness which I have received from them and for the cordial manner in which they have worked with me for the good of the schools ; and to the members of the board for the consideration they have given my suggestions and for the encour¬ agement and support I have ever had from them. DAVID W. HARLAN, Superintendent. Wilmington' is known as one school-district, eleven and a half districts having been consolidated. There are no district-schools pall are graded. The old districts are en¬ titled to their pro-rata share of the State-fund, which by inadvertence was not aiiplied for during the past year. Forty-two weeks comxirise the scholastic year. There are no libraries connected with the schools. VISIT OF LEGISLATURE. The visit of the State-legislature to the city -schools has been alluded to. The legis¬ lature, governor, and secretary of state were invited by formal resolution of the school- board of Wilmington to visit the schools. The invitation was accepted, and for two days they were the guests of the city, entertained by board of education and the city council. They visited schools Nos. I, 3, 4, 8, and 15, and expressed great interest in in¬ vestigating the xiractical workings of the school-system and gratilication at the results shown. 58 • EEPORT OF THE COMMISSIONER OF EDUCATION. REMOVAL OF GIRLS’ GRAMMAR-SCHOOL. On the 1st of September, 1873, the girls’ school, formerly held in scbool-lionse No. 4, was removed to the second story of school-house No. 1, in which building is the gram¬ mar-school for boys. This brings the scholars of highest grade in the same building aud affords additional facilities in the use of apparatus required equally by both schools. STUDY OF LANGUAGES INTRODUCED. On the 1st of September, 1873, the studies of Latin and German were added to the courses of study taught in the high-school-departments of the grammar-schools. EDUCATION OF COLORED CHILDREN. The board of education, which had previously contributed $1,000 annually towards meeting the cost of the Howard colored-school, under the charge of the Delaware Association for the Moral Improvement and Education of the Colored People, decided to take it wholly under their control, and took charge of it October 1, 1873. ADDITIONAL SCHOOL-HOUSE. The board is building a new primary-school-house, with seating capacity for 420 scholars, on the corner of Third and Hinman streets. LETTER OF PRESIDENT HILLES. As Colonel Grimshaw, the retiring president of the board, omitted making the usual annual report on the condition of the public schools, the following extracts from the reply of President Hilles to a letter of inquiry are inserted : THE VISIT OF THE LEGISLATURE. I think the visit of the legislature to our city-schools last winter was an interesting and important event, as being a public recognition of their importance and tending-to concentrate public thought and interest on the subject.” * # # # THE HOWARD SCHOOL. “ The Howard school-establishment, some years since, by the combined efforts of the Freedmen’s Bureau, the city-council of Wilmington, and a number of private citizens, organized for the education of the negroes and appropriated by the deed of trust by which it is held for the use of a'school Hrom which no one shall ever be excluded by reason of race or color,’ has recently been adopted and taken in charge by the board of public education. It is in successful operation and doing good work for the colored people. “ More schools are needed for their use aud will, it is hoped, be hereafter established, as it is possible to accomplish this.” EDUCATION OF COLORED PEOPLE IN THE STATE. “ I can give you no information in reference to the prospect throughout the State for the participation of the negroes in the benefits of the school-fund. I presume it will be a work of time — much time it may be.” VALUE OF SUPERVISION OF SCHOOLS. ‘‘Having been for several years interested in the working of the Association for the Moral and Intellectual Improvement of the Colored People, which maintains a super¬ intendence over the colored schools throughout the State, I have been much impressed with the benefits which are conferred by this in aiding the local committees in the selection of teachers, in the purchase of uniform text-books, and, generally, in the re-'- quireraent of regular reports to the central office. I think it is not too much to assuma that, in consequence of this supervision, the colored schools in some parts of the State are in better condition aud more efficient in their work than the white schools. It is not a centralization of power, tlie objections to which are well kpown to me, but a voluntary submission to or acceptance of aid from the central office, in return for which the teachers aud trustees are expected to make periodic and complete reports of their doings. “ This requirement alone, without regard to the advantage of help in examination and selection of teachers, amply repays the local authorities for the nominal subjection.” SUPERVISION OF PUBLIC SCHOOLS FOR WHITES SUGGESTED. “I would strongly recommend a similar agency to the white friends of education in this State aud elsewhere. The voluntary ot individual element incorporated into it is an advantage to the system, aud the two can easily be harmonized. In farthei- illus¬ tration of this, I respectfully recommend to your attention two reports issued in Ediu- DELAWARE. 59 burgli, Scotland, on the operations of the Dick bequest. A sum of money was de¬ vised many years ago by a Mr. Dick to trustees, in perpetuity, for the improvement of tlio parochial schools of three counties in Scotland, Banff, Aberdeen, and Moray. The net increase of the fund is annually divided by the trustees between the parish-school¬ masters, upon elements or numbers obtaioed from two sources: lirst, the numerical re¬ sults of examinations held annually at Edinburgh in the higher branches of study ; secondly, the actual couhilosophic cabinet, a chemic labo¬ ratory, and a natural-history-musoum. Taylor and JacksoFs Academy, principal, Milton Jackson, reports 125 pupils. This is a school for both boys and girls. Cost of board and lodging x>er year, $195. Tuition, $65. Modern languages, $21.50 xier year. lingby Academy, Dr. Samuel W. Murphy, A. M., x'>rincix)al, a select school for boys, re¬ ports 74 x^iipils- Board and lodging, $5 per week. Tuition: English branches, $60 ; classic, $75 ; modern languages, $30 per year. The Misses llobertsons'’ Family Boarding and Day School for Girls reports 40 students. Annual expenses for board and teacher, $400. Modern languages, $30 per year. Fuller statistics of these schools will be found in the statistical table at end of this volume. DOVER. Dover, Kent County, the cax)ital of the State. Population, census of 1870, 1,905; esti¬ mated, in 1873, at 2,100. 60 REPORT OF THE COMMISSIONER OF EDUCATION. GRADED SCHOOL. The town is divided into six scdiool-districts. Four of these, in the upper part of the town, have consolidated their schools into one graded school, with lour depart¬ ments. SCHOOL-STATISTICS. Whole number of scholars in the public schools, 260 ; average attendance, 200; num¬ ber of weeks in scholastic year, 44. There are 6 teachers, 2 male and 4 female. SALARIES OF TEACHERS. Salarv of male principal of graded school, $800; salaries of ladv teachers: 1 at $400; 2 at $600 ; 1, $200. SCHOOL-DISTRICTS. The district-schools are each, as elsewhere in the State, except at Wilmington, under the charge of three commissioners chosen by the district, only that in this restiect the four consolidated districts count but as one and have only thn'e commissioners. An at¬ tempt Avas made during the past year to consolidate all the districts of the town, but was defeated. More than three-fourths of the public-school-children are already in¬ cluded in the consolidated districts. SCHOOL-HOUSES. There are three school-houses, two of brick and one of wood, belonging to the town. One of the district-schools is held in a room rented for the [)urpose. Much interest is felt in the school, as shown by the frequent visits of the commis¬ sioners and by the parents of the children, and no diiticuity is found in obtaining all the money needed for its support. GRADED-SCHOOL-HOUSE. The graded school occupies a line two-story brick building, built in 1867, with a large play-yard surrounding it on all sides. The lot runs from street to street. A wooden building, facing the other street, affords accommodation for two departments of the graded school. This school is under the efficient management of Mr. Frederick A. Williams, who, with three assistants, has organized an admirable school. PRIZES. Prizes offered by the commissioners of the graded school were awarded, for the ffrst time, at the puldic exhibition in April, 1873, for proficiency in studies, excellence of behavior, and punctual attendance. Seven prizes of books were given, 3 to girls and 4 to boys. SCHOOL-FUNDS. The. amount of school-contribution the past year, in the consolidated district, was $1,400 ; in one of the other districts $200, and in the other nothing. Amount received from State-school-fund, $80 per each of the six districts. PRIVATE SCHOOLS. There are five private schools, with about 130 scholars enrolled. Three are for very young children, one a select school, and one a Catholic school with an attendance of about 50 scholars. WILMINGTON CONFERENCE ACADEMY. The fine building of the Wilmington Conference Academy is nearly completed. It is a substantial four-story building, of brick, 80 by 90 feet ; 64 feet in height. It stands in the center of a lot of 6^ acres in extent, just north of the town. The school ;is already in operation. The new building is to be ready for occupation in Sejitember, 1874. This school is chartered by the State and is controlled by a board of 34 trustees : 17 clergymen, 17 laymen. A majority' must be members of the Methodist-Episcopal Church. The board may control the school themselves or maj^ lease it to a principal, d'hey have the right to confirm or reject text-books, teachers, &c. The school is de¬ signed as a thorough preparatory school for young men and bo.ys. The admission of young ladies is contemplated when the new building shall be completed. At present the academy occupies a rented building. It is in charge of Rev. .James M. Williams, A. M., who, with an assistant, teaches the 26 pupils now in attendance. SMYRNA. Smyrna, Kent County. Poinilation, census of 1870, 2,100; estimated 1873, 2,500. DELAWARE. 61 SCHOOL-STATISTICS. There are four school-districts, which are consolidated into two. with abraded school in each. There are two school-houses: one of brick, one of wood. Whole number of scholars in public schools, 450 ; boys, 250 ; girls, 200. Average attendance, 375 ; num¬ ber of weeks in scholastic year, 44. TEACHERS. There are two male principals of the graded schools. Salaries, |700 per annum. Four female teachers : 1, salary of $400 ; 2, $300 ; 1, $250. By an act of the last legislature each of the consolidated districts was authorized to raise, by taxation, a sum not exceeding $1,600. The share of State-fund to ('acli district is $80. The country schools are not allowed to raise more than $300. Each district is compelled to levy a tax of $75; many districts raise nothing more. The country schools in the neighborhood are, many of them, closed from three to six months in the year, and but little interest is manifested in them. The consolidated schools in the town are held from forty -two to forty -four weeks in the year, and considerable in¬ terest is shown by commissioners and citizens, though many children of school-age in the town are reported as not attending any school. PRIVATE SCHOOL. The Smyrna Seminary, -chartered in ISTO, a flourishing classical school, is in charge of William H. Dashiell, A. B., with four lady assistants. Number of pupils, 80; 40 girls and 40 boys. Scholastic year, 40 weeks. FREDERICA. Frederica, Kent County. Population, census of 1870, 588 ; estimated 1873, 673. SCHOOL-FUNDS. " Amount of school-contribution in consolidated districts . $200 Amount raised by taxation . 400 Amount received from State-school-fund . 327 Total amount available for school-purposes . 927 GRADED SCHOOL. The town is divided into five school-districts, which have been consolidated into one, in which is a graded school, which is held in the large wooden building built by the town in 1868, the upper story used for a town-hall aud the lower divided into four rooms for use of the town-schools. SCHOOL-STATISTICS. Whole number of scholars, 125 — males, 58; females, 67. Average attendance, 75. Number of weeks in scholastic year, 36. There are 3 teachers — 2 male and 1 female. Salary of principal of graded school, $375 per year ; of male assistant, $300 ; of lady teacher, $225. PRIVATE SCHOOL. A select school is usually held for twelve weeks each year for’those who are not sat¬ isfied with the length of the school-year, scholars paying for tuition. Seventeen schol¬ ars attended the last session. COUNTRY DISTRICTS. Schools are held in the surrounding districts from six to nine months, supported principally from the amount received from the State-fund and the smallest tax possi¬ ble to enable the district to draw its quota of the State-fund. There is a colored school for about twelve weeks in the winter, near Frederica, suxiported by payment of tui¬ tion by the x^upils. MILFORD. Milford, partly in Kent aud Sussex Counties ; x^opulation, census of 1870, 3,093. The town is divided into ten school-districts, consolidated into two districts, with two graded schools. There are two school-houses, one of brick, one of wood. Whole number of scholars, 259 — male, 127 ; female, 132. Average attendance, 210. Number of weeks in scholastic year, 42. There are 7 teachers — 2 male aud 5 female. Salaries of male teachers, $50 per mouth ; average salaries of lady teachers, $23 per mouth. Amount of schooi-asscss- 62 REPORT OF THE COMMISSIONER OF EDUCATION. meut ill each district, $160. Amount received from State-school-fuud in each district, $66. Educational interests are reported as advancing, public schools improving, and tax¬ payers willinglj’^ increasing the amount needed for support of schools. PRIVATE SCHOOLS. The Academic and Collegiate Institute, Yv^illiam R. Lord, principal, reports 47 male and 50 female pujiils. GEORGETOWN. Georgetown, Sussex County. Population, census of 1870, 710 ; estimated 187.3, 850. SCHOOL-FUNDS. Amount of school-contribution in each district.. . $275 Amount received from State-school-fund in each district . 250 SCHOOL-STATISTICS. There are four school-districts consolidated into two for school-purposes, with one graded school. There is one two-story brick school-house. Whole number of scholars, 110; average attendance, 75 ; number of weeks in scholastic year, 36. There are 2 teachers — 1 male and 1 female — with salaries of $300 per annum. PRIVATE SCHOOLS. There are three private schools, with a total attendance of 60 pupils. The Georgetown Academy, a high school for both sexes, occupies a large, fine brick building. Rev. William Edwards, xirincipal : number of scholars, 25. MILTON. Milton, Sussex County. 'Population, census of 1870, 824; estimated, 1873, 1,100. SCHOOL-FUNDS. Total for support of schools . . . $825 50 Amount of contribution in each of the five districts . . . 98 00 Amount received from State-school-fuud in each district . 69 10 SCHOOL-STATISTICS. The town is divided into five school-districts. Two are consolidated into one, with a graded school. There are four school-houses of wood. Whole number of scholars, 200, (males 90, and females 110 ;) average attendance, 175 ; number of weeks in scho¬ lastic year, 24 to 28. There are 5 teacliers — 2 male, with salary of $35 i)er month, and 3 female, with average salary of $22 per month. PRIVATE SCHOOLS. There are two private schools, with some 40 scholars. ^ ^ COUNTRY SCHOOLS. The country district-schools in the vicinity of Milton are in session only so loug as pro-rata portion of the State-fund, together with the proceeds of the smallest tax that enables them to di’aw their share of the fund, permits. “ They are generally very poor schools.” LEWES. Lewes, Sussex County. 1,400. Population, census of 1870, 1,090 ; 1873, estimated, about SCHOOL-FUNDS. Amount of school-tax in each district . . . $30 00 Amonut of State-school-fund received in each district . . 69 50 SCHOOL-STATISTICS. The town is divided into four school- districts, not consolidated. There is one school- house of wood belonging to the district ; if other rooms are needed, they are rented. There are no graded schools. Two district-schools are kept. Whole number of scholars, 95. Schools are kept 40 weeks, if additiona,! tax warrants. There are 2 teachers — 1 male, 1 female ; salary of each, $30 per month. DELAWARE. 63 * PRIVATE SCHOOLS. There are 3 private schools, with about 90 scholars. Reports received from this ])lace state that '‘uot otie-half of the children of the town attend any school ; that, from the utter want of nuiformity in the text-boolcs used and from want of grading the scholars, the condition of the schools is much below any proper standard.” An earnest friend of free public schools writes as follows: “ There is no reason why -such a state of things should exist, only that the people cannot see ■what is to their advantage in giving their children an education. One graded school with four classes, run at an expense for tuition of about $2,200 to $2..500 a year, will school all the children. Taxation alone, with consolidation, will bring about the school- system required in this State. Other States have good school-systems, and so can ours, if the people can be led to appreciate education. “There is no school-system so expensive as a private school or so injurious to the community at large ; only a few can afford to carry out an education for their children, and, therefore, many who would be men of use to society go neglected.” EDUCATIONAL INSTITUTIONS. The statistics of Delaware College at Newark will be found in the table of college- statistics at the end of this volume. There are quite a number of chartered academies and of private, select, and classic schools in the State, besides those that have been noticed in the reports of the various towns. The lists of such of these academies and private schools as havebeen obtained will be found in the statistical tables of institutions of secondary instruction. In the absence of any authorized State report it has been sought to make as full are- port as possible, both of the public schools and the private institutions of the State ; but what has been done has been under great disadvantages, and is of necessity frag¬ mentary and incomplete. Enough, however, has been obtained to atford opportunity for comparison between different places and to show decided and encouraging progress in many parts of the State.* EDUCATION or COLORED CHILDREN IN DELAWLiRE. The following statement, made by the efficient actuary of the benevolent society, ■which still furnishes the only formal instrumentality for the education of the colored children of the State, outside of the city of Wilmington, shows the condition and pro¬ gress of their schools during the past year : “ OriHCE OF THE DELAWARE ASSOCIATION FOR THE MOF.AL “ Improvement and Education of the Colored People, “ 607 Market Street, Wilmington, Delaware, December 17, 1873. “Dear Sir: * * * During the school-year, from September, 1872, to September, 1873, we had 21 schools under our care throughout the State, including two taught in the Howard school-building in Yv'ilmington. The total number of jjupils on our rolls was about 1,800. / “ The number of pupils enrolled for the month of Januai y was 1,022, with an average attendance of 866. Of the number enrolled, 825 were reading and spelling, 688 writing, 423 studying arithmetic, 291 geograiihy, 70 grammar, 72 history, and only 197 in alpha¬ bet and primer. “ This association expended in the prosecution of its work about $4,000. About $1,600 of this amount was expended in the Howard school alone, of which, however, the board ofiniblic education of the city has refunded us $1,000. “ The balance of the funds expended (about $'0,000) has been collected by subscrip¬ tion from private individuals, and almost entirely from residents in and near Wilming- *ton. The colored people themselves have raised and expended about $5,000, inpay¬ ment of teachers, board, and salaries, and in repairing school-houses, &c. At the open¬ ing of our work this autumn (1873) the Howard school-building in Wilmington was leased to the board of xiublic education, by the managei's of this association, for one year, at a nominal rent, with the agreement that the house shall be for the use of a school from which none shall be excluded on account of race or color. “ The schdol, therefore, is now in charge of the officers of the public schools of the city, and will probably be reported to your Bureau with other schools under their direc¬ tion. Nine pupilsfrom this school have gone out as teachers to schools in this State and Maryland, fully competent for their duties. AVe have also employed one of the pupils from our school at Summit Bridge to teach a school under our charge in the lower part of the State. *Pei’SOD8 in cliargo of academies and private scLools will secure tlio insertion of the statistics of their several institutions in the anumal reports of the United St.ates Commissioner of Education by forwarding their addresses to the Bureau of Education, so that tho schedules of inquiry can bo sent to them at the proper time. G4 REPORT OF THE COMMISSIONER OF EDUCATION. “ We have at the present time 15 schools in active operation at di^erent points throughout the State. Ten others are ready to open the 1st of January, 1874, making 25, in all, under our management. Four new schools have been organized within the current year and are in a favorable condition. We are gratified to say that there seems to be a greater interest manifested in the education of the colored people of the State than at any time before, and the colored people themselves are more unitedly work¬ ing for their object. “ Respectfully submitted. “ABBE C. PECKHAM, Actuary Delaware Association. “ General John Eaton, “ United States Commissioner cf Education, Bureau of Education, Department of the Intet'ior, Washington, D. C. FLORIDA. 65 FLORIDA, [From report of Hon. Jonathan C. Gibbs, State-superintendent of public instruction, for the year ended September 30, 1873.] FINANCIAL STATEMENT. Receipts. Income from taxation for school-pnrposes . $75, 000 00 Interest on permanent school-fund . . . . 14,873 23 Revenue from Peabody fund . 8, 000 00 Revenue from seminary-fund . 5,587 39 Proceeds of sales of lands . 2,759 02 Proceeds from donations . 10, 000 00 Total receipts . 116,219 64 Expenditures. For sites and buildings, (300) . r... $10, 000 00 For libraries and apparatus, (75) . For salaries of superintendents'' . 5, 000 00 For salaries of teachers . 72, 389 00 For fuel . 1,000 00 For rent of buildings for school-purposes . 3, 000 00 For repairs of school-buildings . . 10,000 00 For stationery and school-books . 10,000 00 Total . 111,389 00 School-fund. Amount of available school-fund . . $101,820 00 Amount of permanent school-fund . 281,785 56 Teachers and teachers'' salaries. Number of teachers in public schools, male . 150 Number of teachers in public schools, female . . . 350 Total . . . . . 500 Average salary of teachers per month, males _ : . $35 Average salary of teachers per mouth, females . 35 SCHOOL-POPULATION. The number of children of school-age (4-21) is given at . 74, 828 The number of children under 6 years of age . 2,500 The number of children over 16 years oT age . 4, 000 The number of children enrolled in public schools, of whom 8,728 are males and 10,882 fema;ies . 19, 610 EDUCATIONAL PEOGP.ESS. The State-superintendent, in his report for the year ended September 30, 1873, says that, although there is not, among the more intelligent classes in the- State, as strong and [iersoual an interest in the subject as is desirable, there is, in the mhids of many, a marked increase of favor toward the school-system. The boards of public instruction in the different counties are working harmoniously; many good men have put heart and soul into the educational work, and in a number of instances money, lands, and school-buildings have been given to the county-boards and a commendable spirit of liberality has been manifested. A single county gave, in private contributions, $1,283, *Maiiy of these give their service withont charge, and thus reduce this item of expense. 66 REPORT OF THE COMMISSIONER OF EDUCATION. WORKING OF THE SCHOOL-LAW. The scliool-law has worked well and is commending itself to the confidence of the people. The amendments suggested are: first, that the county-boards of instruction be limited to three members, in order to increase efficiency and diminish expense ; second¬ ly, that the census be taken by the superintendents once in five years ; and, thirdly, that the county-clerks be required by law to report quarterly all the fines belonging to the school-fund to the comptroller, that the moneys in the hands of the sherifis may be paid to the State-treasurer, as the law directs. Earnest application has been made by Roman Catholics to the dexiartment of public instruction for a division of the school-money, on the ground of religious objections to the education of their children in the common schools. Such requests have been inva- riahly refused by the superintendent, as the law forbids any such arrangement. Great difiicnlty exists from w'aut of uniformity in text-books. Many are too poor to provide the required books and others are prevented from obtaining them by distance from stores where they are sold and from other causes. REPORTS OF COUNTY-SUPERINTENDENTS. Madison County reports a higher standard of schools, an increase in their number and attendance, and morecomxietent teachers than ever before ; five frame school-houses, the first seen in the county, are being built and furnished, while hitherto the schools have been kept in unsuitable log outbuildings. Men who bitterly opposed the school- system a few years ago, regarding it as a political hobby, to be used for party-purposes, now see the necessity of educating the masses and willingly co-operate in school-work. In Manatee County a new jilan for securing regular attendance has been adopted. Every neighborhood which can start a school of at least ten scholars may do so, making such bargain as they can with the teacher, who, however, is to make regular monthly reports to the suxierintendent. The school is then adopted as a public school, so far as to secure to it §1 jier month for each j)upil shown to have attended regularly, not to exceed $25 per month to each school. It is hoped by this plan to secure a greater in¬ terest on the part of parents in sending their children regularly to school, the amount they have to x)ay being thereby lessened. It v/ill also secure greater efforts on the part of the teacher in the discharge of his duties and enable thinly-populated neighbor¬ hoods to have the benefit of the free-school-fund. There is, about to be erected at Manatee a handsome school -building for the educa¬ tion of the colored X)eoxde, the funds having been contributed by benevolent x>eox)le at the North, through the efforts of certain ladies, agents of the American Missionary So¬ ciety. In Levy, and other counties, school-interests are retarded by the low financial con¬ dition of the treasury, many of the teachers being necessarily x)oor; the schools are small, owing to the sparseness of the x>opulation, and often those who can send their children to school do not send them regularly. A majority of the county-reports, how¬ ever, indicate a steadily increasing interest on the part of }3arents in the education of their children. SCHOOL-LANDS. One source of income to the schools in this State is the sale of what are called school-lands. These consist, as in several of the newer States, of the sixteenth section in every townshix), granted under a general law for the sux)X)ort of schools in that township. The grant inures to the benefit of the schools immediately on the comple¬ tion of the township-survey. The quantity of land thus brought into the market va¬ ries, of course, w-ith the x>rogress of surveying-operations. But if the number of townshixis now surveyed be estimated at l,0QiJ, which x^tebably comes near the truth, and if the sections are given an average area of one square mile, there would be 640,000 acres of school-lauds. The full amount is said to be 704,692.21 acres ; and, as the aggre¬ gate sales to January 1, 1872, had reached 108,677.34 acres, there remained at that time 596,014.87 acres still unsold, a fair inheritance for townshixt-schools, if well dis- X)osed of. SEMINARY-L.LNDS. These are lands granted by the Geu.eral Government fot the support of two semina¬ ries, one in East and one in West Florida. The amount is 85,714.08 acres. Under ex¬ isting laws, the eontrol of both the school- and seminary-lands is vested in the State board of education, and the proceeds of sale are devoted exclusively to educational Xnii’xioses. FUNDS RAISED BY TAXATION, ETC. The amount raised by taxation in the several counties is given by the superintend¬ ent as $75,000, the same as in 1872. Adding to this x^i’ivate contributions of $10,000, donations from the Peabody fund of $8,000, from the seminary-fund and the sales of school-lands, $8,346.41, and from the interest on permanent school-fund, $14,873.23, and FLOPJDA. 67 •we Lave iu the neigliLorhood of $1.55 for each of tlie 74,828 of the cLiltlren in the State of school-age, or |5.92 for each of the 19,610 enrolled in schools. The aid from the Peabody fond is here, as elsewhere, of great value, because so dis¬ tributed as to sustain for ten months iu the year schools at important points, where they become models to surrounding neighborhoods of what good schools ought to be. PE^^yBODY FUND SCHOOLS. In the absence of the clear reports given by northern town-authorities as to the schools under their control, the following information is gleaned from the statements of the agent of this admirably-managed fund for 1873. From Jacksonville, under date of February 10, 1873, the chairman of the board of education reports : “ The second term [of the school-year of 1872-’73 ) has oioened very favorably. We hawe in the high school 250 scholars. As your rules require, the av¬ erage attendance is large, exceeding 85 per cent. The* colored-school is also doing well, the number of pupils being 360. For success we are dex>endent in a large meas¬ ure on the aid received from the Peabody fund.” From St. Augustine the report is that, though the schools in the county have much to contend against, from the poverty and sparseness of the population, those in the city are doing very well, the Peabody school having never been in a better condition. From Gainesville there is the report of ‘‘two largo and good schools, one for white children, the other for colored,’’ aided by the Peabody fund. The schools of Key West received $1,000, while the city contributed $6,000. In Pensacola the schools were reported in operation from April 2 to September 1, with about 250 scholars, and on this showing application was made for aid. Madison reports that the aid received from the fund has enabled the people to continue the schools much longer each year than could have been done without this help. MISSION-SCHOOLS. There probably are several schools of this character sustained by societies devoted to the elevation of the colored race. One such, encouraged if not supported by the Ameri¬ can Missionary Association, is spoken of v.^ith high commendation. This is the Stanton Institute, at Jacksonville, which has been in operation for four years, under the man¬ agement of teachers from Massachusetts, who .are said to have brought order out of chaos, and to have demonstrated the ability of colored children to acquire readily all the branches ordinarily taught in public schools. The record of this school for sev^n months of 1873 shows an average attendance of 363 pupils, all said to be reading well, spelling better than many white adults, di’awing and coloring maps in creditable style, and evincing a fair knowledge of geography— political andiihysical — of physiology, and other useful themes. The cdlored Bax)tists, with probably some missionary aid, are reported by the super¬ intendent to have expended $2,000 for a school-building for their children near Live Oak. The colored Methodists are also engaged in erecting, near the same place, build¬ ings for schools and a future university, (Brown’s University,) which will cost about $12,000. SECONDARY TRAINING. The principal schools for secondary instruction iu this State are, probably, the West Florida Seminary at Tallahassee, the East Florida Seminary and Union Academy at Gainesville, and the high school at .Jacksonville. The West Florida Seminary, one of the institutions for establishing which the “ semi- nary-lands” were given, has lieen in operation since 1857. It has 93 pupils — 43 boys and 50 girls — and 4 teachers — 2 male and 2 female. The study of Latin and Greek is pursued by about one-fourth of the boys. Tuition is free, the school having been idaced, more than a year ago, under the charge of the county-board of education, as the high school of Tallahassee. The East Florida Seminary, at Gainesville, and the Union Academy, .at the same place, are both spoken of in the Peabody report as of elevated character and as forming lor that county the chief dependence for competent teachers iu the schools. The high school, at Jacksonville, containing over 250 scholars, it has been the .aim to make of as high a grade as possible, with a view to the removal of any remaining prejudice against public schools, and success in that endeavor is claimed for it. Its course, as published iu the report of the State-superintendent, is remarkably extensive, as much so, iu fact, as that of many colleges. The St. Joseph’s School for Young Ladies, at the same place, returns 8 teachers and GO jHipils, of whom a portion study French. The Peabody Institute at St. Augustine still holds on its way and doubtless does good work, but the returns from it in 1873 arc not such as to form a foundation for clear conception of its status as a school. 68 REPOET OF THE COMMISSIONER OP EDUCATION. Besides these schools and two Roman-Catholic ones, from which no present report is in hand, there are, under the care of the Protestant-Episcopal Church, with the bishop as visitor, St. Mary’s Prior}^, Fernaudina, a diocesan school for girls, in which a high grade of instruction is said to be imparted, and Rutledge Institute, Tallahassee, in which, with English, classic training is united. FLORIDA STATE AGRICULTURAL COLLEGE. Measures have been taken toward the organization of this institution, which was established by act of the Florida legislature apxiroved February 17, 1872, on the basis of the congressional land-grant for the benefit of agriculture and the mechanic arts. The general course of study marked out for the college is similar to that jinrsued in other colleges of this class throughout the country. It has been decided to locate the institution in Alachua County, in accordance with an offer from Hon. D. L. Yulee and other citizens, made conditional upon such location, guaranteeing to the college a dona¬ tion of |50,000 in cash and 20,000 acres of land, and free transxiortation on the Florida Railroad for all the requisite building-materials for the college. LIST OF SCHOOL-OFFICIALS IN FLORIDA. Hon. Jonathan C. Gibbs, State-superintendent. COUNTY-SUPERINTENDENTS. County. Name. Post-office. AlRrhmi _ _ _ Hon. W. R. Ce.ssna _ _ _ Gainesville. Sanderson. Starke. Baker . . . . . J. W. Howell . Bmdford . . . Abraham Lawrence . . . . . . Brevard _ _ _ _ _ Alevandp.r Beil _ Fort Pierce. Abe’s Springs. Middleburg. Lake City. Jacksonville. Calhoun ........ _ ........ A levandpr Ifawkina _ _ _ _ _ _ Clay . . 0. Buddington . . . . . . Columbia . . . A. H. Hutchinson . . . . . Duval . Wv H. Christy . . . . .. . . . . . E. T. Stnrtevant _ _ Biscayne. Pensacola. Apalachicola. Quincy. Jasper. Brooksville. Eden . ...... _ _ _ _ ... Samuel Hamlin . . . . . . ... I^aUiilton . . . Stephen S. Taylor . . . . . . Hernando . . . . T. S. Coogler . Hillsboro’ . W. F. White . . . Tampa. Cerro Gordo. Helmes .... _ _ .... _ W. W’". Brown . Jackson . . C. E. Harvey _ _ _ ... _ Marianna. Jefferson . . . . Robert Meacham . . . Monticello. La Fayette . . . . Hon. W. D. Sears . . . . New Troy. Tallahassee. Bronson. Coe’s Mills. Madison. T.pon _ _ _ John P. Apthorp _ ... _ _ T.pvy _ Thomas B. Uaitonte. _ _ _ _ Tiiberty _ _ John W. Ho.sford _ _ _ _ Madison . . Dennis Eagan . . . . . Manatee . . . J. F. Bartholf . . . . Pine Level. Tvinrion _ _ William .1. Tucker _ . _ _ _ Ocala. Td onrne, _ _ _ J. W. Locke . ■ . . Key West. Fernnndina. Nassau . . . J. C. Emerson . . . Orange . . . . N. W. Prince . . . . ’. . . . . . Apopka. Bartow. Polk . W. B. Yarn . Putnam _ _ _ _ _ E, R. Chadwick . Pilatka. Santa Rosa . . . J. A. Chaffin . Milton. St. John’s . . . O. Bronson _ _ _ _ _ _ St. Augustine. Leesburg. Live Oak. Sumter . . . A. P. Roberts _ _ _ _ _ Suwaneo _ _ _ M. M. Blackburn _ . _ _ _ . _ Taylor . Joseph S. Howell . . . . . . . Shady Grove. Port Orange. St. Mark’s. Volusia . . . Champ Spencer. . . . . . . Wakulla . Gustave Jaenicke... . . . Walton . J. L. McKinnon . . . . . . . . Uchee Anna. Washington . Thomas Hannah _ _ _ Vernon. GEORGIA. 69 GEORGIA. [From report of Hob. Gustavus J. Orr, State-scliool-comniiBeioner, for 1873.1 SCHOOL-POPULATION AND ATTENDANCE, 1873. Children of school-age, (6-18,) males, 174,333; females, 169,302 Number enrolled on school-lists of public schools . Average attendance . . . Number of pupils in private schools . 343, 635 76, 157 32, 240 23, 597 The superintendent states that the above figures are only approximations to the truth, as thirty counties which reported arraugements made for carrying on schools have failed to make the required school-reports. SCHOOLS AND SCHOOL-TERM. Number of schools reported . !> 735 Average duration of school, in days . . . 66 TEACHERS AND TEACHERS’ PAY. The number and average salary of teachers cannot be given, as the teachers are con¬ tracted Avith by the several county-boards, from whom returns oil these points have not been received. SCHOOL-FINANCES. Receipts. From taxation . $108,992 99 From other sources * ** . 151,440 00 Total receipts . 260,432 99 Expenditures. Total expenditure : items not given . 223, 667 55 Through the action of the State-school-commissioner, seconded by the board of edu¬ cation and the better portion of the legislature, the public schools of Georgia are again in operation. During the year 1872 they were suspended, an unlawful diversion of the school-fund to other than school-purposes having left the board of education without resources for that year and with a debt of $300,000 from the x^recediug year. An efibrt was made to remedy this state of things by the passage of an act (January 19, 1872) conferring the power of local taxation for their support. But the power thus given was impaired by provisions vrhich made any immediate result impossible. It required the grand juries, at the first term of the several courts after the jjassage of the law, to ap¬ point a board of education for each district. These boards, at the next term of the courts after their appointment, were to recommend to the grand juries a ta,x for school- purposes, which these juries were empowered to either ratify or reject. In this Avay the possibility of the imposition of a tax on any district was removed to the latter por¬ tion of the year and the likelihood of the collection of it in the year made very doubt¬ ful. A subsequent act, meant to be amendatory of this one, approved August 23, 1872, failed to amend the matter. Under such circumstances there was no remedy but to close the schools and carefully husband the regular school-income for a year. This would at least provide for carrying on tlie schools another year, if the debt that had been incurred in 1871 could be disposed of. To the payment of that debt the commis¬ sioner directed his first efforts, and succeeded in getting an act passed to authorize the levy of a special tax for the discharge of it. The receipts from this source have beeu, up to October, 1873, $174,000, with a j)rospect of enough besides to make almost or quite $200,000, which is two-thirds of the whole debt. Of this sum, $100,000 was apportioned in December, 1872, and $74,000 in September, 1873, leaving the remainder to be assigned as it should be received. Besides the $174,000 thus handed over toward the payment of the debt, $250,000 was apportioned in July of 1873 for the support of schools,! making a total payment of * The sources of the above are given in the body of the report, t This was for a school-poi)ulation of 367,014. 70 EEPORT OF THE COMMISSIONER OF EDUCATION. $424,000 for school-purposes Trithin a year. The amount due to teachers and school- officers Vvdio did service under the puhlic-school-law in the year 1871 has thus been to a considerable extent provided for and the schools of the State set once again upon their feet. Such a result does great credit to the commissioner, vffio has been the chief agent in securing it, and gives promise of efficient and successful management of school-in¬ terests for whatever i)criod he may contiuue at his post. NO FURTHER DEBT. Not only has it been the i^olicy of the commissioner to incur no addition to the debt ho found existing and to have as ample provision made as possible for the pay¬ ment of this rather discreditable one, but ho declares, as respects the future : “ I have determined, as long as I remain in office, to contract no debt. My fixed-purpose, from which I will not depart, shall be to use the school-revenue of one year for the support of schools the next, thus paying as we go.’’ For the liquidation of the remnant of the debt of 1871, left undischarged by the pro¬ ceeds of the special tax, it is proposed that State-bonds shall bo issued bearing 7 per cent, inrerest, and that these shall be assigned pro rata to the several indebted counties, -to be sold by the county -boards of education at a rate not less than a fixed minimum. The avails from such sale are to be used primarily for the payment of ac¬ counts due teachers and school-officers, any remainder over and above these to be turned to the support of schools .within the counties. The assignment of these bonds to the county-boards is to be conditioned upon the county-authorities assuming the portion of school-debt existing within their resj^ective bounds. It is hoped that in the Ijresent improved aspects of business and agriculture the people of the State, and especially the farming classes, may be induced to invest their augmenting means in these State-securities, which will be made by law' uutaxable, and tliat thus, without the seeking of an uncertain foreign market for the bonds, the funds for the discharge of the whole debt may be secured. PROVISION FOR THE FUTURE. Supposing the existing debt to be disposed of, the commissioner says there will be a State-schooi-fnud sufficient for immediately prospective needs. The annual revenue, summed up, will be, from sources now' provided — such as dividends on railroad-stocks owned by the school-board, poll-tax, tax on shows and exhibitions, and interest on State-bonds given for schoot-purposes — about $280,000. The present school-age being from 6 to 18, instead of from 6 to 21, as formerly, the school-population to be pro¬ vided for— last reported as 366,388 — it is supposed will not exceed 370,000 for some time to come. With this number the school-income above given wmuld only allow about seventy-five cents per capita for the children of school age. But as it is esti¬ mated that the services of at least a third of the children of this age may be re¬ quired for the support of the families with which they are connected, while another third may be kept at home by distance, sickness, or disinclination to attend, an average attendance of only about 123,400 has to be provided for. At this rate there will be about $2.25 from the State-fund for every child attending. And while it is granted that this would, of itself, be wholly insufficient to meet the annual charges of tuition, it is supposed that as an aid to local effort it may fully suffice. The State exhibiting by this aliowmnce a paternal interest in the education of its children, the commissioner conceives that emulation between different communities, individual concern for the proper training of the young, and a natural tendency to watch carefully the expendi¬ ture of the supplemental means raised in each neighborhood for the education of the children there, may be relied on for bringing about a fair general system of instruction before long. Leaving, then, mainly to the several county-boards the care of providing needful local means as well as the details of local administration, he proposes to follow the now general example of using the State-fund just to stimulate and aid the counties, maintaining only a general supervision and certain general law's for all alike. PROSPECTS. In a written communication, additional to his report, the commissioner says : “ Our school-law xirovides that the board of education of each county shall report to the State-school-commissioner that arrangements have been made for continuing schools in operation, free to all, for three months of the year throughout the entire county, in order to entitle the count.y to receive her pro rata of the school-fund. We have one hundred and thirty-six counties in the State. Of this number, eighty-six have made the rexiort required. Reports are still coming in, (October 10, 1873,) and I am induced to believe that we shall have tliree-months free schools in every county in the State. “ The State-fund wull not be sufficient to pay the entire expense of all these schools. It is necessary to supplement it, and this is done by subscrixition, as the county-author- ties have no right of local taxation. The authority of the general assembly to dele¬ gate the x)ower of taxation for school-purposes to the county-officers has hitherto been doubted. My xjolicy has been to rely mainly upon local levies, and I have endeavored GEORGIA. 71 in vain to obtain the necessary legislation for this end. I never doubted the right of the general assembly to bestow the power, and, fortunately, Ihe question has been re¬ cently decided by our superior court in favor of this right. “ The people are daily becoming more favorably disposed toward the pnblic-school- system, and I hope to be able, at the next session of our general assembly, to obtain additional legislation, coulirming the power of local taxation. “ When I entered office, a thick gloom was resting upon everything in my field of labor; now, the outlook is cheering.” The statistics of schools for the principal towns in the State are as follows : ATLANTA. Atlanta reports, to a population of 20,879, the number of children of school-age (6-18) 9,438, of whom 3,594 are enrolled in public schools and 95 in private ones, with an ave¬ rage attendance of 2,731 in the former and 75 in the latter. There are 10 public and 4 private schools, with 57 teachers in the former and 4 in the latter. The schools are of all grades, from primary to high, and a normal class, composed of the whole body of teachers, meets every Saturday during the school-year, with a view to the attainment of higher perfection in the art of teaching. The salaries of teachers range from $450 per annum to 1,800, the latter being the maximum for the high school. Income, in¬ cluding $6,531.30 from the State and $2,000 from the Peabody fund, $57,208.48. Ex-, penditures for current school-expenses, $50,058.04 ; for sites and buildings, libraries, and apparatus, $75,100. Latin is taught, and, in the boys’ high school, Greek also ; in the girl’s high school, French ; drawing and vocal music in all the schools. In the high school, 30 students are preparing for the academic course in college and 15 for the sci¬ entific course. AUGUSTA. Augusta, with a population of 19,896, has 4,757 children of school-age, almost equally divided between white and black. The number enrolled is 1,545, with an average at¬ tendance of 1,138. There are 19 primary schools, of which 11 are for the colored popula¬ tion and 8 for the white ; with 8 intermediate, 4 for the colored youth, 4 for the white ; no granmar, high, or evening-schools, but, as in Atlanta, normal classes composed of all the teachers in the schools. Income from taxation, $21,000 ; from Peabody fund, $2,000. Expenditures about the same. The system of public schools is still new here, having only been inaugurated in January, 1873, and each step of progress has to be taken slowly in a population wedded to olp ways. Private schools for both males and females are said to be nnmerous and of high character, but no statistics of them are given. COLUMBUS. Columbus (population 8,648) has 2,610 children of school-age, of whom 1,080 are en¬ rolled in the public and 369 in the iirivate schools, making a total of 1,449, with an average attendance of 1,128. The schools are 3 primary, 3 grammar, 1 female-high school, 1 evening- school, and 1 city-normal school, which last is presided over by the city-superintendent, and embraces the 16 teachers of the public schools, with 4 be¬ sides, the average attendance being 12. The private schools are 12, with an average attendance of 262 and 1 teacher for each school. The teachers in the public schools receive from $300 to $600 i3er annum ; the city-snperiuteudeut, $1,925. In the income, $600 from the Peabody fund supplements $3,098.60 received from the State, $7,105.37 from local taxation, and $1,803.92 received for use of books — total, $12,607.89. The expenditures — for salary of superintendent, $1,925 ; salaries of teachers, $6,653.70 ; fuel and lights, $326 ; rents, $400 ] repairs, $1,427.26; stationery and school-books, $1,003.92 ; and miscellaneous, $872.01 — balance the income. Latin is taught ; 591 pupils take* lessons in drawing ; 230 in vocal music and 22 in instrumental music in the schools.' MACON. ‘ Macon (population, 19,000 ; children of school-age, 6,560) reports 882 enrolled in schools of all grades, with an average attendance of 715, under 22 teachers, all of whom form a normal school by themselves; while 5 private teachers have under them 145 enrolled pupils and a current attendance of 130. The teachers in the public schools receive from $50 to $150 per month; the city-superintendent at the rate of $2,000 per year. An allowance of $1,500 from the Peabody fund comes in to aid $6,393 from the State and $11,500 from local taxation, making the scliool-income $19,393, of which $18,424.60 goes for the salaries of teachers and the remainder for that of the superintendent, for fuel and lights, repairs, stationery, and miscellaneous items. SAVANNAH. Savannah (population 28,235) makes return of 7,031 children of school-age, with 2,740 enrolled in public schools and 2,109 in average attendance ; a total of 50 teachers employed in schools from primary up to high, but without evening-schools or normal classes. The salaries of teachers range from $45C per annum, for female teachers in 72 EEPORT OF THE COMMISSIONER OF EDUCATION. primary schools, to $2,000, the maximum for male principals of the high schools. That of city-superintendent is $2,800 per annum. The income here, including a balance on hand from last ye.ar of $2,919.31, is : from the St«,te, $9,281.62 ; from county-funds, $20,000; from city- taxes, $27,500 ; from other sources, $3,360.44 — total, $63,067.37. Ex- pcuditures : for sites and buildings, $9,957.47 ; salary of superiutendent, $2,500; sala¬ ries of teachers, $42,396.55 ; fuel and lights, $515; rents, $300 ; repairs, $877.64 ; sta¬ tionery, $498.46; miscellaneous, $5,010.88 — total, $62,050. Latiu and Greek ara taught ; 54 pupils study German and 120 French. No returns from private schools. SECONDAKY INSTRUCTION. This has in Georgia, as in other southern States, been largely given in past days at private schools, held sometimes in the towns, sometimes in the planters’ homes, two, three, or more families usually uniting in the suxiport of such a school. Since the war, this system is, from the impoverishment of the peox^le, less general, while academies and other high schools, where education can be cheapened by gathering numbers iu one x)lace, grow gradually in favor. Nine such rexjorted to the Bureau in 1873 an aggregate of 16 male and 9 female teachers, with 652 pupils. Of these 14 are engaged in scientiiic studies, 7 in commercial, 24 unite modern European languages with English, and 294 study also Latin or Greek, or both. In three of these schools drawing is taught and in one music also. Besides these, 99 high schools* appear in the report of the State-superintendent, xire- sented to the governor January 13, 1874. The instructors in these amouut to 162 ; the X>upils, male and female, to 5,229. By far the greater part of these unite a classic with an English course; a majority embrace “sciences” in their curriculum, without siiecifying these ; and a few have the modern languages and music. UNIVERSITY OF UEORGIA.t The University of Georgia, at Athens, is the recognized State-institution for atfording* supcjiior instruction. But besides this, as everywhere throughout the States, other col¬ leges and universities have sprung uxi at different x^oints, some for the accommodation of particular localities, some with a view to the incorporation of denominational relig¬ ions training with the college- course ; while following these have come the agricultural colleges,, on the base of a congressional land-grant. These are included iu the tables of institutions for X’l'ofessional instruction, alike from certain x^eculiarities and from the special intent of the education given in them. But one of these, the North Georgia Agricultural College, at Dahlonega, from its connection with the University of Georgia, is reported with it. The statistics given below from returns made in the fall of 1873 embody the substance of present information with respect to these institu¬ tions. In an address, delivered August 5, 1872, before the literary societies of the University of Georgia, Emory Spear, esq., gave the following items of historic information respect¬ ing the debt truly due to it from the State : “ In the year 1784, one year after the successful assertion of American freedom, the revolutionary statesmen and soldiers of Georgia set apart 40,000 acres of land as a permanent endowmient to this university, and they declared that these lauds should never be appropriated to any other xmrpose whatever. In 1785 the college Avas char¬ tered ; and the language of the great and wise men who framed it should be xR’iuted in indelible characters on the portals of this institution : “ ‘As it is the distinguished haxix>iness of free governments that civil order should be i;he result of choice, and not of necessity, and the common wishes of the people become the law of the land, their prosperity, and even existence, often depend on suitably forming the minds and morals of their citizens. It should be, therefore, among the 111 st objects of those who wish well to the national XR'osperity to encourage and support the principles of religion and morality, and early to x>lace the youth under the form¬ ing hand of society, that by instruction they may be molded to the love of virtue and good order.’ “ Such were the views of the founders of this institution. If they are to be realized, ours is the task ; for Avhile its founders acted most liberally toward the university, later legislatures have seemed to think it a legitimate subject to exercise the statesmanlike qualities of driving hard bargains. In 1798 the constitution of the State made it the imperative duty of the legislature to lu’ovide for the x>ermauent endowment of the university and for the xiermanent security of its funds. These duties have never been Xierformed, and the university to-day only receives from the State the interest on certain * Four of the same, as above mentioned, occarring in a list of 103. t This university liolds .50 free scholarships for its old classes, the State College at Dahlonega, con¬ nected with it, 217 general scholarships, with 20 the right of presentation to which rests with the State Agricultural Society, 5 with the city-government of Athens, and 2 with private families;- 170 stu¬ dents at Dahlonega' raise the whole number connected with the university to 487. Its honored pres¬ ident, Dr. A. A. Lipscomb, still holds his chancellorship, notwithstanding summer-rumors to the con¬ trary. GEORGIA. 73 funds loaned to the State by the college. The legislature made several small appropria¬ tions, hut they always secured themselves hy taking mortgages on the college-lands. The legislature of 1815 concluded to sell all these lauds. This they did. The sales aggregated $150,000. The legislature, with an eye to the main chance, took $50,000 of this sum to re-imhurse themselves for their advances to the college. The remaining $100,000 was invested in hank-stocks. In 1821 the legislature took the hank-stock and hound themselves to pay the interest to the university. This has heen faithfully per¬ formed, For the temporary suspension in the year 1867 of this fund the State cannot he hlamed. It is not respousihle for the conduct of General Pope, who is thought hy some not to he respousihle for his own. ‘•It will ho readily perceived from the above account that the university is in no sense the debtor of the State. The 40,000 acres of laud given to it in 1784 were vested absolutely in the college, and this was before the organization of the present State-gov¬ ernment. For all subsequent appropriations the State has been amply repaid. The lands themselves sold at a great sacrifice. Had they remained in possession of the university, the chances are that she to-day would have rejoiced in the possession of a million dollars’ endowment. Governor Wilson Lumpkin tells us, in a letter dated October 31, 1859 : ‘ The State has been fully re-imhursed for all its appropriations out of the proceeds* arising from the sale of 35,000 acres of the university-lauds, and still stands indebted to the university-fund the value of 5,000 acres of the best Georgia lands to make up the deficit in the 40,000 acres donated to the university in 1784, 5,000 acres of land given to the university not being in the limits of this State, but lying and being in the State of South Carolina.’” Respecting general education in the State, the same gentleman said on the same occasion : “What has Georgia done for the cause of education ? The State has attempted great * things in this cause. It has accomplished very little. It is the old story, the perpetual parturition of the mountain and never-failing delivery of the mouse. Systems of public instruction have encumbered our statute-books. They have been abandoned and are forgotten. Appropriations have been made for educational purposes, and county-offi¬ cials have not thought enough of the cause to apply to the treasury for the county- funds. In 1849 a law existed giving $20,000, to be divided among the several counties of the State, to establish schools for poor children. Thirty-two counties failed to in.ake any return of their x)Oor children, thereby voluntarily relinquishing their claims on the State. It is true the appropriation was ridiculously small; but when men fail to ask for money which may be had for the asking, you may be sure they do not care for the objects to be attained by its use. “ But the apathy of the people of Georgia with regard to public instruction has been illustrated with still more clearness. The Department of Education, a Bureau lately created by the General Government, has published a map showing the comparative degrees of illiteracy in the States of the American Union. The illiterate sections are represented by dark lines, and with shame, as a Georgian, am I compelled to say that on the map the good State of Georgia has a very somber appearance. In 1850 there were 213,903 native white adults in the State of Georgia ; of these, 42,948 were unable to read and write. That is about 20 per cent., or one-fifth of the whole number. In 1860 the population had increased and the illiterates were reduced to about 18 per cent- This is confined to the native white adults, and yet we with justice may hope that the time will soon come when every child in Georgia, from the granitic slopes of the Blue Ridge to the magnolia-forests of the Southwest, will enjoy the priceless boon of free education. Statistical summary of universities and colleges. Names of universities aud colleges. Corps of instruction.’ 3 S o o u cx, o p Number of students. Corporate property, &c. Number of volumes in library. Preparatory, Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, aud ap¬ paratus. Amount of endow¬ ments. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. AtlantaUniversity . .. 10 0 37 15 $100, 000 $100, 000 $0 $0 $0 $26, 000 700 o 0 0 22 4, 000 0 0 0 1, 500 600 Emory nnllpnT> 7 199 103 18, 000 18, 000 1,300 7, 000 3. 000 Mercer University . . . 6 'o’ . 0 160 3o0, OflO 160, 000 190, 000 190, 000 15, 500 3, 000 8, 000 University of Georgia. 19 *1 0 317 268, 000 372, 000 33, 000 22, 200 Partially. 74 REPORT OF THE COMMISSIONER OF EDUCATION. PROPOSED UNIFICATION OF THE UNIVERSITY AND COLLEGES. Under an act approved February 15, 1873, a conoimission was appointed by the gov¬ ernor to take into consideration a proposal for unifying the University of Georgia and the colleges of the State under one coiuprcbensive plan, putting an end to connicts now existing and harmonizing the educational interests. This commission met Jan¬ uary 21, 1874', and its chairman, Rev. J. O. A. Clarke, D.D., the proposer of the scheme, read au elaborate paper in favor of the general idea of so uniting the various institu¬ tions that there should be one great State-university, to which the denominational colleges of the State should be attached as parts of the general plan. After an inter¬ esting discussion of the subject, continued into au evening-session, two resolutions were proposed, the first complimenting Dr. Clarke upon his paper and appointing a committee to ])resent it to the governor, and through him to the general assembly, the second memorializing the general assembly to appoint or authorize the governor to appoint a commission to perfect a plan for the proposed arrangement, and, if this should not be found practicable, then to perfect a plan by which the university and colleges might be brought into a more cordial co-operation. The first of these resolutions was passed unanimously, the second with but one dissenting vote. The general plan is to have the common school for the base, the university for the apex, grading up to this through the academies and high schools and colleges, eliminating from these last studies that should be peculiar to the university and from the university such as should be peculiar to the colleges ; all then to participate in recognition by the State and to receive aid from it when needed, as parts of one great system. Whatever may be the issue of the proposition, the progress of negotiations towards accomplishment of it must be watched with interest. COLLEGES FOR WOMEN. * Reports have been received from fourteen institutions for the higher instruction of women, a majority of which confer baccalaureate degrees ; three merely awartl diplo¬ mas of graduation, and three others do not report definitely upon this point. The re¬ turns show au aggregate of 97 teachers, 40 of whom are gentlemen, and 57 ladies, and 1,556 pupils, of whom 499 are in preparatory departments, 55 in special or xiartial courses, and 6 were pursuing post-graduate-studies. Of those engaged in the regular collegiate course, 316 were in the freshman, 333 in the sophomore, 235 in the junior, and 174 in the senior-classes. In all these schools music is taught, and, in all but two, drawing and painting. French is taught in all; French and German in 5; and in 1 Italian is added. Twelve have chemic laboratories, 10 philosophic apparatus or cabinet, and 1 an astronomic observatory, with a good 6-inch acromatic refracting tele¬ scope, imported ; 4 have at least the nuclei of an art-gallery, and the same number ’Borne means of physical culture. Eleven report the possession of libraries, the largest of which numbers 5,000 volumes, the smallest, 200. ’•'Property not distinct from that of the university, t Medical department of University of Georgia. tThis, yet in its infancy, is meant to be the seed of a university for the freedmen. Its course in English is normal and theological, with some classical instruction. In Mercer University, at Macon, about 20 students, having the ministry in view, receive a partial theological training. GEORGIA. 75 Statistical summary of lyrofessional schools — Contiimed. Names of schools for professional instruction. Corps of instruction. Number of students. Coporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other » sources. BUSINESS-COLLEGES, T^nijinp^s-rTnivpvsiify . . _ _ . 5 2 11 198 82 95 Business-department Bowdon College - SCHOOLS OF SCIENCE. Georgia State College of Agriculture . North Georgia Agricultural College . 1225, 000 1243,000 $27, 000 $29, 000 13,000 GEORGIA INSTITUTE FOR EDUCATION OF THE DEAF AND DUMB. Harmony in all departments, general success among the pupils, and general good health are among the things mentioned with thankfulness in the report for July 1, 1873. The appropriation for the support-fund has proved sufficient ; one of $1,000 for repairs and furniture has been expended greatly to the improvement of the appearance and comfort of the institution and another of $1 ,500 has enabled the board of com¬ missioners to introduce water into every part, providing for cooking, washing, bath¬ ing, and extinguishment of fires. During the year 63 pupils were admitted : 6 com¬ pleted the course of study and 57 remained at the close of the term. The deportment of the pupils is said to have beeen wholly good, the literary studies have progressed satisfactorily, and the shoe-shop, the only mechanic department, has, besides furnish¬ ing the pupils in it w'ith a good trade and supplying the establishment with all the boots and shoes required, proved fully self-sustaining. The question of the admission of colored mutes has been of late presented with such fi'equeucy that, to avoid the embarrassments connected with it, the trustees propose au appropriation for the establishment of an institution especially for this class. They think that the number of colored mutes applying would not exceed 25 to 30 for some time to come, and recommend that provision be made by a legislative grant of $4,000 for the purchase of a building to receive that many and of $2,000 to begin with for their support. OBITUARY. In the death of the Rev. N. E. Cobleigh, D.D., LL. D., on the Ist of February, 1874, the educational interests, not of Georgia only, but of the whole South, have sustained a serious loss. Dr, C. was a native of New Hampshire, but had drifted southward under the influence of i)rovidential circumstances, and identified himself with the interests of the region where he found a home. Graduating with honor at the Wesleyan Univer¬ sity, Middletown, Connecticut, in 1843, he entered the Methodist ministry the next year, and labored in it with growing reputation for ten years. He was then chosen professor in McKendree College, Lebanon, Illinois ; subsequently was called to a professorship in Lawrence University, Wisconsin, and from there recalled to McKendree by election to the presidency. A successful presidency of five years still further enhancing his reputa¬ tion, he was xfiaced in au even greater post of usefulness as editor of Zion’s Herald, the chief organ of the Methodist communion for New England. The sedentary labors of this position proved, however, too exhausting, and with broken health he had to seek in 1867 the milder climate of the South. Recuperating rapidly in the pure airs of Eastern Tennessee, he soon resumed his work as educator in the presidency of au institu¬ tion of his church at Athens, Georgia ; in 1872 was made editor of the Methodist Advo¬ cate at Atlanta, and there labored till his death, which was the result of exposure at the dedication of a country church near Athens, Tennessee. An active educator, with fine native x>owers and a wide range of acquirements. Dr. Cobleigh had thrown himself •ardently into the movement for establishing a new university, under Methodist influ¬ ences, at Knoxville, Tennessee, and had the happiness of seeing the preliminary steps tovrard its establishment accomplished in the autumn of 1873^. Being dead, he vull yet speak in the instructions there to bo delivered, and its halls will rise in part as a noble monument to his memory. 76 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL-OFFICIALS IN GEORGIA. Hon. Gustavus J. Our, State-school-commissioner, Atlanta. COUNTT-SCHOOL-COMMISSIONERS. County. Name. Post-office. Appling . Baker . Baldwin . Banks - ^ — Bartow’ . Berrien . Bibb . Brooks . Bryan . Bullock . Burke . Butts . Calhoun . Camden . Campbell Carroll . Catoosa . Charlton . Chatham . Chattahoochee Chattooga. ... Cherokee . Clarke . Clay . y Clayton . . Clinch . . Cobb . . Coffee . Columbia . Colquitt . Coweta . Crawford . . Dado . ,.. Dawson . Decatur . De Kalb . . Dodge . Dooly . Dougherty ... Douglas . Early . Echols . Effingham.... Elbert . Emanuel . Fannin . Fayette . Floyd . Forsyth . Franklin . Fulton . Gilmer . Glascock . . Glynn . . Gordon . Greene . . Gwinnett . . Habersham. ... Hall . Hancock . . Haralson . Harris . Hart . Heard . Henry . Houston . Irwin . . Jackson . Jasper . . Jefferson . Johnson . Jones . . Laurens . Lee . Liberty . Lewis Thomas . Thomas W. Fleming . John Hammond . T. C. Chandler . Rev. T. E. Smith . James F. Goodman . B. M Zettler* . Rev. Charles D. Campbell . A. G. Smith . Dr. George W. Sease . A. H. A. Bell . E. E. Pound . J. J.Heck . F. M. Adams . Capt. J. W. Beck . Samuel A. Brown . D. W. Williams . James Thompson . W. H. Baker"- . Dr. C. N. Howard . W. T. Irvinet . James W. Hudson . Emory F. Anderson . R. E. Kennon . Rev. Robert Logan . H. D. O’Quin. . . William P. Groves . Dr. John V/. Barber . J. T. Smith . Dr. B. E. Watkins . R. E. Pitman . John W. Ellis . James C. Taylor . D. E. Smith . Daniel McGill . E. A. Davis . James Bishop . O. P. Swearingen . L. E. Welch . John C. Bowdon . Joel W. Perry . J. P. Prescottt . Samuel S. Pitman . B. A. Henry . Josephus Camp . J. F. Adams . Samuel T. W. Minor . M. A. Nevint . Isaac S. Clement . Major Thomas T. Dorough, Jethro W. Manning . E. W. Watkins . Seaborn Kitchens]: . Dr. J. J. Harris . . . H. C. Hunt . James A. Thornton . Rev. J. L. King . Thomas J. Hughes, sr . Dr. H. S. Bradley . W. H. Bass . Thomas Philpot . Joel T. Johnson . Dr. C. A. Webb . John J. Bledsoe . Q. R. Nolan . D. M. Brown . Manasseli Henderson, jr . .. G. J. N. Wilson . W. R. Berner . . . Rev. David G. Phillips . James Hicks . David W. Lester . W. S. Ramsey . William H. Baldy . John B. Mallard . Holmesville, Newton. Milledgeville. Homer. Cartersville. Nashville. Macon. Quitman. Eden. Mill Ray. Waynesboro’. Indian Springs. Morgan. St. Mary’s. Fairburn. Bow’don. Ringgold. Colerain. Savannah. Cusseta. Summerville. Canton. Watkinsville. Fort Gaines. Jonesboro’. Homerville. Marietta. Douglas. Appling. Moultrie. Sharpsburg-. Knoxville. Trenton. Daw’sonville. Bainbridge. Decatur. Eastman. Vienna. Albany. Salt Spi’ings. Blakel}’. Statenville. Springfield. Elberton. Swaiusboro’. Morganton. Fayetteville. Rome Gumming. Cavnesville. Atlanta. Ellijay. Gibson. Brunswick. Calhoun. Union Point. Lawrence.ville. Clarkesville. Gainesville. Deavereaus. Buchanan. Hamilton. Hartwell. Franklin. McDonough. Perry. Irwinville. Jefferson. Monticello. Louisville. Wrightsville. Haddock, M. &. A. R. Dublin. Starkville. Walthourville, No. 4, A. «feG. R.R. GEORGIA. 77 List of school-officials in Georgia — Continued. \ County. Name. Post-office. Lincolnton. Valdosta. Dahlonega. Oglethorpe. Danielsville. Buena Vista. Thomson. S, W. Wilson . Darien. W T. Uevill . Greenville. Colquitt. Alpharetta. Camillia. Forsvth. Mt. Vernon. W. H. Cocroft . Madison. Spring Place, Columbus. Oxford. Winterville. Dallas. Jasper. Blackshear. A. P. Turner . Milner. pnlk . T. L. PittmanJ . Cedar Town. Pill'd ski . - - . - Rev. George R. McCall _ ....... _ _ _ ...... Hawkinsville. _ - William W. Turner .... _ ........... .......... Eatonton. O ii itm -- _ -- Joel E. Smith ......... _ _ _ ............ Hatcher’s Station. _ _ - F. A. Bleckley . . Clayton. Tbomns A. Coleman _ .. Guthbert. - - - Maj. A. H. MeLaws. _ _ .......... _ .......... Augusta. J. G. Barton _ _ .......... _ ....... _ Conyers. _ _ _ Rev. John N. Hudson . . . . . . Ellaville. ,^f»rpvpn _ _ W^. L. Matthews . . . . . . . Ogeechee. _ H. E. Morrow _ ............. _ _ _ _ _ _ Griffin. PTVflVt. ... _ _ _ . W. H. Harrison . . . Lumpkin. i^i^mfpT* .. _ _ Maj. AVilliam A. Wilson . a.. _ ........... Americus. Talbot . W. R. W arthen . . . Talbotton. Taliaferro _ ..... _ _ _ _ Rev. Henry D. Smith . . . Crawfordville. - - - - _ _ - . Dr. Robert P. Lester _ _ _ _ _ ...... .. Reidville. 'J’nylnr _ _ _ Rev. Julius Gardner . . . . . Butler. T'plfnir . _ _ _ Alexander McDuffie . . . . Lumber City. Terrell . . . . ......... L. M. Lennard . . . . . ....... Dawson. Thomas _ _ _ ... _ ....... W. F. Hubert _ _ _ Thomasvillo. ^Prswnia .. _ _ _ .. W. R. McConnell . . Hiwassee. 'T’rnnp _ John E. Toole _ _ _ _ _ _ La Grange. T’wicrcra . _ _ _ A. E. Nash . ' . Griswoldvillo. *’'*00*^ m» m m m Union _ _ _ ... _ _ _ ... •Edward D. Rogers _ ......... _ ........... _ _ Blairsville. JTpqnn ... .. _ _ J. C. McMichael . Thomaston. "WpIIj^pv . .. _ _ _ _ D. C. Sutton _ _ _ _ _ La Payette. 'Wnltrin . . -. _ _ G. A. Nunna.llyt _ _ Monroe. W are _ _ Burrell Sweat . . . . . Warresbore. "W arren _ _ _ _ _ .... A. S. Morgan . . . . . . W’^arrenton. Washington ...... _ ...... Dr. Horatio N. Hollifield . . . . . Sandersville. Wn.yne. _ Rev. A. Clark _ _ _ _ _ Jessup. W^ebster _ ......... _ _ N. A. Windsor _ _ _ _ _ Preston. White . J. J. Meth vin . . . Cleveland. Whitfield . Rev. W. C. Richardson . . Dalton. \Vi]p.ov . _ _ _ Stephen Bowen _ _ _ Abbeville. Wilkes . Rev. F. T. Simpson . - _ _ ’ _ .. W^ashington. Wilkinson. . . . .... Franklin Chambers... . . . Irwinton. Worth . J. M. C. Holamon _ _ _ _ _ _ _ Isabella. CITY-SUPERINTENUENTS. City. Name. ^ost-office. Atlanta . . . . B. Mallon _ _ _ _ _ Atlanta. Athens. Augusta. Columbus. Macon. Savannah. Athens . . . W. L. Brown . . . . . . Augusta _ _ A. H. MeT,awa _ _ _ _ _ Columbus . . . . Geo. M. Dews _ _ _ _ _ Macon . . B. M. Zeiiler . . . . Savannah . . . W. H. Baker . * Superiaieudeut of schools for city and county. t Former commissioner, still in office, no successor having been chosen and qualified. + Has been elected, but has not, as yet, been commissioned. The State-board of education is composed of the governor, attorney-general, comptroller-general, secre¬ tary of state, and State-school-commissioner. 78 REPORT OF THE COMMISSIONER OF EDUCATION. [From report of Hon. Newton Bateman, State-superintendent of public instruction.] FINANCIAL STATEMENT, 1873. Beeeipts. From taxation . ^6, 675, 097 35 Interest on permanent fund . . . 487, 731 20 From other sources . . 2, 096, 613 25 Total . . . 9,259,441 80 Expenditures. For sites and buildings . $952, 075 23 For libraries and apparatus . 59, 695 99 For salaries of superintendents . 102, 546 28 For salaries of teachers . . 4,473,518 72 For fuel and light . 641, 818 31 For rent . . . . . 32,530 54 For repairs . 454, 846 66 Miscellaneous . 2, 542, 410 07 Total . . . . . 9,259,441 80 Amount of available school-fund . 6, 382, 000 00 The item of receipts from other sources includes balance from previous year and money borrowed for building-purposes, &c= In the salaries of superintendents are included only State- and county-superintend¬ ents. Ciry-superintendeuts are not reported separately. Miscellaneous expenditure includes compensation of township-treasurers, interest on district- bonds, principal on district-bonds paid, and balance on hand September 30, 1873. SCHOOL-STATISTICS. Top Illation under 21 years of age . . . 1, 399, 191 Numbei: of children under 6 years of age . . . . . . . 489, 363 Number enrolled in school . . . 655,568 Average daily attendance . , 27. 61 Whole number of schools . 11, 620 Average duration of school in days . . . . . 151.4 Number of pupils in private schools . . . 45, 464 TEACHERS. Number of male teachers in public schools . . . 8, 765 Number of female teachers in public schools . 12, 013 Whole number of teachers^ . 20, 794 Average monthly pay of male teachers . $52 92 Average monthly pay of female teachers . $40 51 The reports from three counties were not received, and the figures of last year were used. Hence, the returns are not strictly correct ; but the variation from the correct result is supi)osed to be so inconsiderable that they may be taken as a fair and just exhibit of th!i schools of the State for the year past. ^ • ILLITERACY. In addition to the statistics heretofore required by law, trustees and directors are to ascertain and report the number of children between the ages of 12 and 21 years who are unable to read and write, together with the causes of such illiteracy. The males and females of this class are to be reported separately and the causes of the neglect to educate them must be searched out and noted as fully as possible. The re¬ sults of these inquiries will be valuable and suggestive. Some progress has already been made, as will be seen from the following sratistics. *Ten teachers reported whose sex is not given. ILLINOIS. 79 Report of number between the ages of 12 and 21 unable to read and write and causes tberefor : Cansos. Number. Indigence . 447 Feeble health . 300 Uusonudness of mind . 278 Inaccessibility of schools . 453 Neglect of parents or guardians . . . 4, 175 Truancy . 171 Colored persons without- school-advantages . 308 Mutes . 25 Blindness, total or partial . 82 Impediment of speech . 2 Deafness . 5 Intemperance of parents . 1 Unknown . 506 Total 6, 753 Males . 3,409 Females . 3, 307 Sex not specified.. . 37 Total . 6,753 The actual number of illiterates is doubtless greater than that reported. This is the first report under the new law ; future ones will no doubt be more full and ac¬ curate. SCHOOL-REVENUE AND EXPENDITURE. “ The State of Illinois, eighteen years ago, as trustee for the whole people, embarked in a gigantic enterprise, no less than tlje elementary education of all the youth within its borders. Under its authority, as the supreme head of the corporation, towns and school- districts have purchased lauds and built and equipped school-houses to the aggregate value of twenty millions of dollars. On the pay-rolls of these cities, towns, and districts, there are now about twenty -four thousand teachers, school-officers, and other eniployds, to whom is paid annually over four millions of dollars. The other necessary incidental and current expenses required to maintain and keep in operation all the parts of the vast enterprise amount to over three millions per annum more. To meet this annual outlay of more than seven millions of dollars, the State itself, as sucli, contributes one million of dollars annually, and the several cities, towns, and districts the remaining six and more millions. All this money, or very nearly all, is raised by a direct ad- valorem tax upon the property and possessions of the people : one-seventh by the State itself, in its sovereign capacity, and the other six-sevenths by the local civil corporations, in virtue of powers conferred by the State.” RIGHTS OF TAX -PAYERS. Hence, every school-tax-payer in the State is a stockholder, in a financial sense, in that immense enterprise known as the free-scbool-system, and has aright, as such, to look for reasonable returns on his investment, and, in default, to institute such inqui¬ ries and endeavor to effect sucli changes and to apply such remedies as may seem ex¬ pedient and necessary. And when it is considered that the dividends in this case are payable, not in dollars and cents, but in what is of infinitely more value, in the men¬ tal and moral improvement of the children of the tax-])ayer and stockholder and in the general improvement and elevation of society, the right and duty of seeking to discover and remove any causes of fiiilure, or of partial failure, become still more ap- nareut.” EDUCATIONAL RIGHTS OF COLORED CHILDREN. The State-superintendent has always believed that the article of the State-consti¬ tution which provides for a “ system of free schools, whereby all the children of this State may receive a good common-school-education,” establishes the principle that all the school-going children in Illinois shall bo entitled to the benefits of the free schools, without exception or discrimination ; and the schools of the State, with occasional ex¬ ceptions, have been conducted in accordance therewilh. Recognizing the spirit and intent of the law, and in practical fnrtlierance of its paramount requirements, the twenty-seventh general assembly enacted that “every bo^rd of school-directors shall establish a- id keci) in operation a sufficient number of 80 EEPOET OP THE COMIIISSIONEE OP EDUCATION. free schools for the proper accommodation of all children in the district over the age of 6 and under 21 years, and shall secure to all such children the right and ojyjgortunity to an equal education in such free schools.” Directors throughout the State were peremptorily enjoined to comply with the pro¬ visions of this law; and the superintendent says that comparatively few instances have come to his notice of a set purpose to disregard the rights of any class of youth. Several instances have been reported where school-directors, assuming that the clause providing that they shall have power to assign pupils to the several schools ” refers especially to colored puj^ils, have construed it as conferring upon them authority to take such pupils out of their proper grades and classes in the same school and place them in separate rooms and under separate teachers in the same building, and have done so, thereby depriving them of the manifest advantages of the graded system of schools. In a few cases, where the number of colored pupils was very small — from one to eight or ten — the practical effect of this interpretation has been to exclude such pupils from school altogether, and that result may even have been contemplated and desired. The exclusion in these cases was by no order or direct act of the school-board, but resulted from the refusal of the parents of the children to accept the inferior pro¬ visions tendered them. In a few instances colored children have been openly refused admittance to the pub¬ lic schools, and no provision whatever made, or attempted to be made, for their educa¬ tion. They have simply been ignored or disregarded, just as before the changes in the constitution and laws. The superintendent recommends that more adequate penalties and surer and speedier modes of redress be provided in cases where boards of school-directors or boards of education neglect or refuse to furnish to all children legally entitled thereto the op¬ portunity for an equal education in the free schools under the control of such boards. SCHOOL-DISCIPLINE. A late amendment to the school-law empowers directors to suspend or expel pupils for “ incorrigibly bad conduct,’^ and declares that no action shall be against them for such expulsion or suspension. The phrase “ incorrigibly bad ” is not limited to violent outbursts of passion, or acts of open insubordination, or flagrant violations of the rules of morality. It applies to omissions of duty and to the settled and contumacious neg¬ lect or disregard of any proper regulation or requirement, quite as much as to ‘more flagrant acts of disobedience and perversity. Hence, a scholar may lawfully be sus¬ pended or expelled for willful and obstinate refusal to comply with any reasonable rule or regulation in regard to absence or tardiness. The right and duty of directors to en¬ force such regulations as will secure regularity aud punctuality of attendance have been affirmed by several of the circuit-courts and tiy the supreme courts of many States. The principle is inherently sound, being essential to the accomplishment of the purpose for whicti public schools exist. SHORT SCHOOL-TERMS FOR YOUNG CHILDREN. Directors are authorized to provide that children under 12 years of age shall not be confined in school more than four hours daily. In exercising the discretion granted, 'directors may extend the privilege to all under the prescribed age or only to those whose physical or mental condition requires the benefit of the shorter session. THE WORD-METHOD. The true method of learning to read is thus described : Children should be “ accustomed from their first school-hour to deal with objects and things — tangible aud visible or readily comprehensible; then with words, as words, with which to name and describe those things aud objects; and lastly with let¬ ters, as merely the material out of which words were made.’^ Thus, they will “know their a b c’s perfectly — their names, shapes, sounds, and combinations — without ever having studied them, as such, at all.’^ “ The word-method, with a strictly phonic treatment of the letters,” makes such re¬ sults possible. This is ‘i the short, ifieasant, blessed road to ‘ reading without tears.’ ” “ Its universal adoption would chase the clouds from school-room-skies aud it Avould release for other studies at least one-half the time now needlessly spent in learning to spell and read.” THE CONSTITUTION AND LAWS INTERROGATED. In the case before us, what is the end to the attainment of which proper means are to be employed ? The constitution declares, explicitly, what the object or end of the school-system shall be; “A good common-school-educaiion for all the children of the State.” A “good” common-school-education implies a wise and appropriate selection of studies and sound and thorough instruction therein. The legislature in prescribing the studies assumed and believed them to be appropriate for the schools of the iieoxile, • ILLINOIS. 81 adapted to the wants and necessities of common life, calculated to promote the mate¬ rial interests, and some of the higher interests, of the youth of the State and of the commonwealth, designed to aid, encourage, and elevate the pupils individually, to pro¬ mote their success and prosperity in busiuess, aud render them better and more intel¬ ligent citizens. Again, the fundamental law declares that the system of free schools to be provided shall be thorough and efficient.” That is “ efficient” which actually produces or helps to produce effieets. Efficient instruction in any department of learning is such iustructiou as results in a competent understanding of that branch of learning, such understand¬ ing being the object aimed at in teaching. The work of the schools is also required to be thorough. That is a strong term. A sub¬ ject is thoroughly taught when it is entirely and completely taught — when it is pre¬ sented in all its essential conditions aud relations — when the light is made to penetrate it through a)id through. The word is used in the constitution to express in the strongest manner ])ossible the Icind of schools aud of instruction that the general assembly must establish aud provide. But how is it fiossible to teach the twelve branches prescribed by law in the com¬ mon district-schools during the brief average period of pupilage therein ? It is not possible. Of necessity, there must be limitations. The requirements of the constitu¬ tion and laws must be taken in a qualified sense, not as to the character of the teach¬ ing, but as to its extent — as to the ground to be occupied in the case of each study. The work undertaken must be “ thoroughly and efficiently” accomj^lished, but too much must not be undertaken ; that is the practical point. Teachers, especially in ungraded schools, should eliminate and revise nearly every branch of the common-school-course, not assuming that whatever is in the book must be learned and recited, aud that one paragraph, page, or chapter is about as im¬ portant as another ; but, thoughtfully surveying the whole field, the circumstances of their schools, the amount of work to be done and the time within which it must be accomplished, let them mark out and determine what portions of the book are essential aud what may be dispensed with, so far as their particular schools are concerned, aud strictly adhere to the line of study so marked out.” WHAT CONSTITUTES A GOOD TEXT-BOOK. It is not necessary that a text-book should contain everything belonging to the subject of which it treats. Just here has been the mistake of authors and makers of elementary school-books. There are innumerable things appertaining to arith¬ metic, reading, grammar, natural philosophy, hygiene, &c. — things, too, of much intrinsic interest and value — which, nevertheless, are out of place in a book of rudi¬ mentary principles. And yet most school-books are burdened with these extraneous matters. The essential outlines and principles of a subject are all that there is place or time for in the ordinary grades of public schools. In respect to the natural sciences, the law itself establishes this point, though really too obvious to need confirmation : that the “ elements” of the sciences are to be taught in the common schools. Aud how much more than this is practicable in the case of arithmetic, grammar, geography, or history ? What the schools attempt they should thoroughly accomplish ; less than the rudiments cannot be undertaken,' and these may be thoroughly mastered by every child in the allotted season of pupilage. If much more is attempted, it will not be accom¬ plished, and even the less will be put at hazard. Whatever other peculiarities it may have, a good elementary text-book shonld have two characteristics : brevity and precision. In some subjects, where the whole superstructure stands upon a few comprehensive principles, the book should contain all those principles, with matter enough for illustration and practice ; and it need not contain anything more. And since, in all the stages of elementary instruction, the memory must of necessity be constantly employed, it is evident that rules and princi¬ ples should be expressed in the most precise and comprehensive terms. INSTKUCTION IN THE NATURAL SCIENCES. The branches added to the common-school-course by the introduction of natural science are four in number: botany, physiology, (including hygiene,) zoology, and natural philosophy. In respect to the frequency of lessons, either of two metliods may be adopted: there may be one or two exercises per week, (>ach of from fort}’- live to sixty minutes’ duration, or one brief exercise daily. The latter plan is considered preferable. It is remarked with emphasis that the time for the study of the elements of natural science may be secured by a thorough revision of the old seven-branch-coursc of com¬ mon-school-studies. Not more than one or two of them can bo dispensed with, and not one of them need be, in order to make room for the new studies. How, then, is the necessary time to be gained for the elements of natural science f Bg eliminating or dis- cai’diug all useless or superfluous matter from the text-hooks, and thereby saving wasted time. This, with improved methods of teaching, will effectually solve the problem. C E 82 REPORT OF THE COMMISSIONER OF EDUCATION. COUNTY-SUPERVISION. In this matter Illinois has taken a long step backward. By the provisions of the new law, county-supervision is virtually abolished. The office will nominally remain, with a lew comparatively unimportant financial and other routine business-duties; but county-supervision and inspection of schools — those educational services which give to the office its chief importance and value and which have been so benehcial in the past — will practically cease, and, in this respect, the free-school-system will be shorn of one of its best instrumentalities and remanded to the condition it was in under the old ‘‘ school-commissioners,” who, strictly speaking, had no educational work to perform, and performed none. The compensation is to be derived from three sources : (1) commissions on sales of school-lauds and other lauds, (2) commissions on moneys distributed and loaned, and (3) a per-diem of $4 for other services rendered. The number of days’ service is to be tixed by the county-boards. In a few counties superintendents will be required to devote their whole time to the work, as now, and in some others from one hundred and fifty to two hundred days will be designated ; but in a large majority of counties iifty days or less will be the rule, while instances will not be wanting where no per- diem-services whatever will be authorized, so that the average in the whole State will not exceed fifty days. The compensation will be substantially as follows : $4 a day, for fifty days, |200 ; commissions, about $200 — total, $400 per annum. The question whether or not a competent county-superintendent of schools can be procured for a sal¬ ary of $400 per annum need not be asked. Every capable and accomplished superin¬ tendent will be compelled to abandon the work and engage in other pursuits, as sev¬ eral have already done in anticipation of the jorobable future, and none can or will be found to supply their places. It is hence strongly recommended that this provision of the law be repealed and that county-superintendents be paid a fixed and definite annual salary, the amount to be designated and prescribed in the school-law. It is also recommended that the counties be divided into five or more classes, according to population, and the superintendents’ salaries be fixed according to the class, provided that the lowest salary allowed shall not be less than $1,000 nor the highest more than $3,000. QUALIFICATIONS OF COUNTY-SUPERINTENDENTS. Sooner or later, and the sooner the better, there must and will be some effectual means provided to secure competent and qualified county-school-inspectors. Around the fact that in some counties the office has been held by persons notoriously unfit for the position and incapable of performing its duties, cluster nearly all of those objections to the office wliich have in them a color of reason and force. While it is true that the remedy is in the hands of the people, who are free to elect whom they will, it is never¬ theless the fact that unsuitable persons continue to be chosen with scarcely diminished frequency. It is believed that this great evil can be reached and that it ought to be, as speedily as possible Years of trial demonstrate that the vital matter of school-super¬ vision is not safe under the policy of unrestricted choice ; that year after year the welfare of the schools is sacrificed to partisanship, sectarianism, local dissensions, or indifference. It is a solecism in the school-system that, while no teacher can be em¬ ployed or paid in any school-district in the State, under any circumstances, without due examination and licensure, no conditions or qualifications of any kind are required of the man who conducts the examination, and issues, or refuses to issue, the license. This is neither reasonable nor safe. The wisci)nrpose of the law in requiring proof of the fitness and competency of teachers is obviously liable to be negatived and nullified in any county at any time. “ We have reached,” says Mr. Bateman, “ something like a crisis in the history of our free-school-system, and especially in this important arm of it. Every friend of educa¬ tion sees and feels it. We must advance or recede. County-supvr vision is especially assailed as unnecessary, useless. This opposition must come either from an unintelli¬ gent view of the nature and necessity of such supervision or from the poor quality of the service rendered in some of the counties. The first is beyond reach, the second is not.” It is therefore reeommended that certain appropriate qualifications be prescribed and enforced as a condition of eligibility to the office. Such a law would be in the interest of the whole people of the State. Its aim would be to call the very best available man to the head of the commou-school-work in every county and test his capability beforehand. EXAMINATION OF TEACHERS. The provision of the new law requiring examinations of teachers to be conducted jointly by the county-superintendent of schools and two other persons appointed by the county-board is believed to bo wu’ong in principle and bad in its effect and tendencies. The examination and licensing of teachers is the most important duty that any school- ILLINOIS. 83 officer has to perform ; it requires more ability, discrimination, discernment, good sense, and sound judgment than any other, and it should therefore be the very last to be put at hazard or intrusted to inexperienced or incompetent hands. That duty has hitherto been committed wholly to the county-superintendent of schools, to be per¬ formed either by himself in person or by examiners of his own appointment, or over whose appointment and action he has a supervisory control, and it is firmly believed that there it should remain. The superintendent should be held to a strict accounta¬ bility for the manner in which he acquits himself of the trust, and for the character, scholarship, and competency of those whom he licenses to teach ; and, to enable him to meet such accountability, he should have exclusive jurisdiction and arnp'e powers. No certificate should be valid without his official signature, no examination lawful unless conducted by him or by examiners designated and approved by him ; and in like manner the renewal and revocation of certificates and the re-iustatemeut of teach¬ ers whose certificates have been revoked for cause should vest solely in him. So it has been heretofore, and no other provision of the law has, upon the whole, worked more satisfactorily. For any neglect of duty or any exercise of unwarrantable authority or any abuse of powers conferred, he may be summarily removed by the county-board ; till then he should have exclusive control of the examination and certificating of teachers. teachers’ institutes. It is recommended that a system of institutes of instruction be put in operation, un¬ der State-control, in such form as may be considered wise and expedient, the object of which shall be to improve the qualifications of teachers and those about to teach and to enlighten the people in regard to education ; that in furtherance of these ends it be provided that instruction shall be given in such institutes to the teachers in the art and methods of teaching, special attention being given to the branches of study usually taught in the elementary free schools, and more particularly to the rudiments of natural science recently added to the common-school-course of studies ; and that ad¬ dresses shall be delivered to the people on matters of education, science, the relation of the common schools to the arts, industries, prosperity of the Commonwealth, and any other subjects the discussion of which will tend to increase the intelligence of the peo¬ ple and attach them more closely and wisely to our grand system of public education ; and that to meet the expenses of such institutes, $10,000 per annum be ax)propriated for two years from the State-treasury. ABSENTEEISM. The statistics of 1872 record the fact that, in a total enumeration of 882,693 between 6 and 21 years of age, only 696,833 are reported as having attended any school, pub¬ lic or private, during any part of the year, leaving 185,860, or 21 per cent, of the wffiole enumeration, in no school. After making allowance for those over 16 who have completed their common-school-education, for invalid children, and for proba¬ ble shortage in the reports of private schools and all other reasonable deductions, it may be estimated that not less than 100,000 children of lawful school-age, or over 11 per cent, of the wdiole number, belonged to the class of absentees and truants during the last school-year. A compulsory law is hence beginning to be called for. ELECTION OF WOMEN TO SCHOOL-OFFICES. A law passed by the twenty-eighth general assembly declares “that any woman, married or single, of the age of twenty-one years and upward, andiiossessing the quali¬ fications prescribed for men, shall be eligible to any office under the general or special- school-laws of this State.” This act took effect July 1, 1873. The terms of the act are comprehensive and ex¬ haustive, leaving no room for doubt or question, and no ambiguities to be explained or construed. All the rights, powers, duties, (ffiligations, and liabilities appertaining to men as particular school-officers appertain, all and singular, equally and in the same sense, and to the same extent precisely, both in form and substance, in manner and matter, to women who may be elected or appointed to the same offices. Under the provisions of this law ten ladies were elected t(5 office as county-superin¬ tendents in November, 1873. CHICAGO. SCHOOL-STATISTICS. Population of the city, 367,396; children of school-age, (6-21,) 88,219; enrolled in schools, 44,091 ; number of public schools, 30, iucluding 13 primary, 21 grammar, 1 high, and 1 normal school. All the pupils learn vocal music; the greater part, draw¬ ing also. Three thousand nine hundred and seventy-four are taught German and 56 French. Latin and Greek form a part of the course in the high school. The private and parochial schools number 69 and include a total of 128 male and 204 female teachers, with 14,496 pupils. 84 REPORT OF THE COMMISSIONER OF EDUCATION. ILLITERACY. The last census-returus show that there are in the city of Chicago 7,350 persons above tea years of age whvo caunotread — nearly 2-nj- per cent, of the entire population. Those who cannot write are reported at 10,548, which, without doubt, includes the number who cannot read. More than 35 ])ersous out of each 1,000 in the city above 10 years of age are thus ranked as illiterate. Of the whole number, only 782 (less than three- tenths of 1 per cent, of the entire population) are reported between the ages of 10 and 21 years. Of the fourteen cities having over 100,000 population each, Chicago re¬ ports the smallest percentage, except two cities, of persons between 10 and 21 years who cannot write. That this city stands above the cities of nearly equal population, in this respect is due to the fact that she has derived her population largely from other States and countries where good school-systems have prospered for many years. ATTENDANCE. The total enrollment in the public schools has increased from 34,740, during the year 1868-69, to 44,091, (nearly 17 per cent, of theentire population,) during the year 1872-’73. The decrease in the average attendance and in punctuality is attributed to ^Hhe unsettled condiriou of many families, deprived of their homes by the fire ; the great de¬ mand for labor of all kinds and the necessities laid upon manyj the severity of the winter of 1872-73, and the unusual sickness consequent.’’ HALF-DAY-SCHOOLS. This arrangement, designed to accommodate pupils who can attend school only half a day, has been made in the lowest divisions, containing pupils who, under the rules of the board, are dismissed either forenoon or afternoon at recess. Instead of this dis¬ missal each division is kept for the full time of one-half day and dismissed for the otlier half day. In the majority of cases the half-day-system has not at all interfered with the xirogress of X)npils. KINDERGARTEN-SCHOOLS. There are in the city at least a dozen schools called Kindergarten, all with more cr less rightful x>retensious to the name. There is also at least one genuine Kindergarten in full operation, conducted by two German ladies from Hamburg, where they taught m Kindergarten and studied for the purpose of teaching in Kindergarten. SCHOOL-DISCIPLINE. In preceding years two methods of discipline have been employed : corporal punish¬ ment and susxieusion. The number of cases of both averaged daily 16f. The past year, Avhen there has been but the one method — suspension — shows a very large decrease in cases of discipline, the smspensions averaging 3iV daily. For the last term of the year there was but one suspension for each 17,000 iminls — a much better showing than for the five years preceding this. The advancement of pupils has been more rapid than under the old method. The promotions are nearly 34 per cent, in advance of those of the previous year. CLASSIFICATION OF SCHOOL-OFFENSES. During the x>ast year the attention of the superintendent has been called more closely to the character of offenses against good order in the school-room which lead to suspen¬ sion, and the result is as follows : 8^ xier cent, are the result of continued thoughtless¬ ness without willful intent; about 55 per cent, are the result of a settled purpose to disoliey and to set uxi the inipil’s will against the will of the teaclier; about 36^ xier cent, are the result of uurestrained x)assiou, malicious spirit, or corrupt sent'ment. About 35 per cent, of those susxiended, the majority of whom come under the last head, do not seek restoration to school. Of the 65 per cent, restored, 60 per cent, seem to be improved by the xirocess of suspension and remain ordinarily obedient. The remain¬ ing 5 x)er cent, are soon, of necessity, susxiended again. RECOMMENDATION FOR AN UNGRADED SCHOOL. Pupils, however incorrigible, are entitled to an education, and should not be turned upon the streets so long as there is hope of making them better. It is therefore recom¬ mended that there be established in the center of the city an ungraded school to which such pupils may be transferred, and that at the close of each term those who give evi¬ dence of permanent reform may be returned to their own schools for future study. GERMAN. The board of education is averse to making the study of German compulsory. It is taught in 13 schools, and the number of pupils has increased from 2,359 last year to 3,724. Of these pupils 1,525 are of German parentage and 2,199 are the children of ILLINOIS. 85 Americans. This increase in an oihional study is considered quite reinarkahlo and evi¬ dence of an extraordinary interest. The committee on German reports that the pro¬ gress during the year has been entirely satisfactory. DRAWING. The time formerly devoted to instruction in writing is now divided between writing and drawing. The general testimony is that progress in the former is quite as satis¬ factory as before, the practice of the latter having a decided tendency to remove rigid¬ ity of muscle and awkwardness of movement, as well as to secure quicker and more ac¬ curate observation. ATTENDANCE OF TEACHERS. Of the 560 teachers employed, only 59 have been constant and punctual in attendance during the entire school-year. In three grarnnrar-schools the tardiness of teachers was equal to, and in seven grammar and nine primary schools it exceeded, the tardiness of pupils. The number of days lost by absence is more than 2 per cent, of the number of days employed. SALARIES OF LADY TEACHERS. The snperiirtendent calls attention to the fact that 20 per cent, of the decrease in the cost of the schools during the past year results from a reduction in the salaries of lady teachers who had served faithfully for three or more years, and remarks : “The vacancies annually occurring exceed the number of teachers supplied from our own schools. Teachers must be called in from without. As all our own supply is necessa¬ rily inexperienced, it is quite desirable that the teachers from abroad be experienced, and such cannot be obtained unless our salaries at least equal the salaries given such teachers elsewhere. If the salaries of lady teachers can be restored to the point reached before the fire, we can certainly find opportunities for retrenchment in other directions, if necessary.” GRADE-INSTITUTES. These have been held nearly every Saturday forenoon during term-time, one day for the ninth- and tenth-grade-teachers, another for seventh- and eighth-grade-teachers, and so on. Attendance on these meetings is entirely voluntary, but the teachers have very generally attended, and no plan has heretofore awakened one-half the interest manifested during the past year. The influence of the meetings has been shown most decidedly in the schools. CITY NORMAL SCHOOL. Under the new arrangement a class of 15 young ladies was graduated* in December, 1872, and another class of 20 in June, 1873. The latter class is the first one that has passed through the higher course of study. The close relation between this school and the school-system is shown in the fact that, out of 323 graduates, 162 are now teaching in the city ; and to this number will be added at the opening of the year the 20 recent graduates, making 182 out of 323 now engaged in teaching. It has 100 volumes in its library, including 20 on pedagogics. ALTON. Alton, with a total population of 12,000, and about 2,500 children of school-age, re¬ ports 1,211 enrolled in 19 schools, under 20 teachers, and an average attendance of 707. AURORA. Aurora, with the same population, 4,049 children of school-age; 3,211 enrolled in 35 schools, imblic and private, under 50 teachers, and an average attendance of 2,126. BELLEVILLE. Belleville, with the same, 4,549 children of school-age; 2,407 enrolled in 37 schools, public and private, under 49 teachers, and an average attendance of 89 per cent. GALESBURG. Galesburg, also' with the same population, 3,572 children of school-age; 2,299 enrolled in 12 schools, public and private, under 30 teachers, and an average attendance of 1,441. BLOOMINGTON. Of larger towns, Bloomington, with 22,346 population, reports children of school-age 4,981 ; enrolled in 49 public schools, under 56 teachers, 3,247 ; average attendance, 2,830. 86 EEPORT OF THE COMMISSIONER OF EDUCATION. PEORIA. Peoria, population 22,849 ; children of school-age, 7,787* ; enrolled in public schools, 3, 495, (besides 1,350 in other schools;) average attendance, 2,400. QUINCY. Quincy, population 24,000; children of school-age, 11,800; enrolled in public schools, 3,500; average attendance, 1,950. SPRINGFIELD. Springfield, population 20,000; children of school-age, 5,041 ; enrolled in schools, 2,G41 ; average attendance, 1,849. At Alton and Aurora, Latin, Gree.k, and German are taught in the high schools, the latter adding drawing, and vocal music ; at Belleville, drawing and German ; at Gales¬ burg, Latin, drawing, and German ; at Bloomington, all the studies named ; at Peoria, all; at Quincy, Latin, Greek, German, and drawing; at Springfield, these three lan¬ guages, apparently without drawing or vocal music. SECONDARY INSTRUCTION. In proportion to the population of the State, the number of private academies and kindred institutions for secondary training appears to be less in Illinois than in many of the older States. The high schools and preparatory departments of the colleges or universities do much of the work which elsewhere is yet lodged in private hands. Still 21 schools of academic rank report for 1873 an aggregate of 143 teachers, (43 male, 100 female,) and 2,926 pupils, (986 males, 1,940 females,) of whom 221 are students of the classic and 314 of the modern languages. Music, vocal or instrumental — and in most cases both — is taught in 19 of these ; drawing in 16 ; painting in oils in 2. Laboratories for illustration of instruction in chemistry are possessed by 9 ; philosophic apparatus by 12; libraries of from 25 to 3,000 volumes by 15. Besides these acadmies, 20 preparatory schools of colleges show an aggregate of 98 instructors, with 2,700 pupils, (1,743 males, 9o7 females,) of whom 554 are specifically said to be preparing for the academic course in college and 649 for the scientific course. It may be observed that the proportion of teachers to pupils is greater in the private academies than in the preparatory departments of the colleges, the former being 143 to 2,925 and the latter 98 to 2,700. To both the above means of secondary instruction must be added the public high schools before alluded to. Of these 88 appeared in the last report of the State-superin¬ tendent. These, from the wide circle which they reach and the increasing elevation of their system of instruction, are destined to exert a growing influence. And yet of these high schools the superintendent says: ‘‘The whole policy of free public high schools is questioned in some quarters, the very competency of a Com¬ monwealth to go beyond the rudiments in its free-school-work being sharply chal¬ lenged by not a few. There are signs of a combined and somewhat formidable at¬ tempt to push the States back from their advanced positions and compel them to stop with the elements, leaving the rest of the field to be occupied and developed by other instrumentalities and forces. “ The advantages of the free public high school, however, are great and obvious. It brings the means of higher instruction to the very doors of the people. It saves the expense and the moral and social risks incident to boai'ding-schools and other insti¬ tutions remote from the salutary restraints of home. It plants in the midst of every township adopting the plan a school, the influence of which, if it be well conducted, must favorably aftect the tone of society and nearly every interest of the community. Even the value of real estate and other property will bo raised by it, foi‘ it will invite those who seek homes where, they can educate their children without being parted fiom them ; families of means, intelligence, and refinement, wdiose coming is a bloss- * The large increase in the number of children in Peoria is said to require a co' respondei't increase of accommodations, and it is recommended that to meet this need there .should be established in different pa: ts of the citv small primary schools, leaving the grammar-grades in three or four buildings suitably located to accommodate those desiring to attend them. The superintendent of the high school says, “Our district schools give a fair knorvledge of reading, spelling. penman>hip. geograp.hy, English grammar, United Slat: s history, arithmetic, and some other things. In addition to these, the high school affords the opportunity to pursue the following studies: Latin, years; Greek, .3 years; G-erman, 2 years; English language and literature, 2 years; algebra and geometry, L year each; trigonometry, 1 term; as«trouomy, physiology, botany, natural philosophy, chemistry, mental philosophy, and rhetoric, 2 terms each, together with some other studies which are optional.” An evening-school was maintained dining the winter of 1872-7.3 with encouraging success and reopened November 10, 1873. The pupils were from 12 to 40 years of :ige, the eldest often the most earnest in the endeavor to repair the loss of educational privileges in early life. The attendance, which had been about 80 in January, 1873, and had fallen to 54 in March, was, at the reopening, in November, 103, and in December, 111. ILLINOIS. 87 ing to any neighborhood. It will powerfully tend to equalize the edueatioual facili¬ ties of the State, which are now overwhelmingly in favor of cities and villages.” To the question “ Is the high school a proper and legitimate part of a general free- school-system ?” the superintendent says emphatically : Yes. I believe that the ques¬ tion for American statesmen is, not how little, bub how much, can the State properly do for the education of its children ; that the one thing most precious in the sight of God and of all good men is the welfare and growth of the immortal mind ; and that, to se¬ cure this, legislatures should go to the verge of their constitutional powers, courts to the limit of liberality of constructiou, and executives to the extreme of official i^re- rogative. I believe that an American State may and should supplement the district- school with the high school, and the high school with the university, all at the public cost, exhibitiug to the world the noblest fruitage of the century : a model free-school- system. And when at the head of the long line of educational forces there stands, as sooner or later there surely will stand, a great National University, fitly symbolizing the culture, refinement, and dignity of the Great Rei)ublic, then will our system of public education be indeed complete.” PKEPARATORY INSTITUTIONS. Two schools especially designed to prepare youths for the higher training of the uni¬ versities report 41 pupils in classic and 18 in scientific studies. St. Francis Solauus College, at Quincy, with 10 professors and instructors, has 29 pupils in the classic and 19 in the commercial department. The institution has a cabinet of natural history and a philosophic cabinet and apparatus. The library numbers about 2,100 volumes. The Winnetka Institute, at Winnetka, with 4 instructors, has 12 jinpils in classic and 18 in scientific studies, and 10 in subordinate classes. The institute has grounds and build¬ ings worth 830,000, is unsectariau in its management and inHuence, and is one of the feeders of the University of Chicago. Statistical summary of universities and colleges. Names of universities and colleges. Number of students. Corporate property, &c. a>. 2§ tc . «<-( t>D x’ O C ^ 2 '3 S c3 ,2.0 a Abingdon College . . Augustana College . Blackburn University . Carthage College ; . Chicago University . College of Sacred Heart of Jesus - Eureka College . Freeport College . Illinois College . Illinois Wesleyan University . Knox College . . Lincoln University . Lombard University . McKendree College . Monmouth College . Northern Illinois College . Northwestern College . Northwestern University . St. Ignatius Cobege . St. Joseph Ecclesiastical College. . . St. Viator’s College . Shurtleff College . Westfield Col'ege . Wheaton College . $39, 000 $75, 000 10, 000 90, 000 50, 000 $30, 000 11,000 300, 000 30, 000 $90, COO 30, 000 $8, 500 3, 000 $6, 000 2, 500 7, 000 1,200 1.000 206 60, 000 60, 000 20, 000 20, 000 2, 000 *2 372, 150, 300, 187, 175, 000 1,495, 300, 632 21,600 147, 112 8, 000 60, 000 126, 000 60, 000 100, 000 100, 000 100, 000 28, 000 4, 500 4, 270 7, 000 ,000 ,500 2, 600 4, 250 22, 000 648, 612 24, 000 47, 000 35, 000 56,016 70, 000 29, 000 37, 427 25, 000 29, 000 4,204 14, 803 7, 000 2, 000 6, OCO 2, 000 3,500 8, 500 1,850 1,000 600 28, GOO 8, 500 7, ICO 3, 700 29, 574 2, .500 3,234 2, 500 . 600 4, OJO 325 3, 000 * Partially. The greater portion of these colleges and universities admit women. Some have a special ‘Madies’ course,” ruuning parallel with the regular academic course, and ad¬ mitting of the two sexes uniting in recitations where the subjects studied are the same. Abingdon reports itself entirely out of debt, through the kind donations of its friends. 88 EEPORT OF TUE COMMISSIONER OF EDUCATION. Besides its colleoiate department, it Las a school of the Bible for the preparation of young men for the ministry. Angustana has also a school of theology for the same end. The University of Chicago, besides a preparatory department within itself, has an¬ other sixteen miles away, on the lake-shore, and another — formerly the Waylaud Uni¬ versity, now Waylaud Institute — at Beaver Dam, Wisconsin. These schools are opened to both sexes. Eureka claims to have sent out from her halls 4,000 young men, more or less, pre¬ pared for the great duties of life, of whom hundreds have become teachers in the com¬ mon schools and academies. It has a Bible-department — in which many have been trained for the Christian ministry — a normal, a commercial, and a musical depart¬ ment. Illiuois College, Jacksonville, includes in it the Whipple Academy, of which three of the college-professors are principals and others instructors. The Jacksonville Business- College is also connected with it. At Lincoln the youugladies and gentlemen students attend in the same chapel every morning and, as far as possible, recite in the same classes. A theologic department has been created here. Lombard adds to its catalogue a good feature : a list of those on whom it has con¬ ferred honorary degrees, with the years in v-hich they were bestowed. It presents a classic, a scientific, and a literary course, each of four years. McKendree has the same, with a normal, a law, and a commercial department. At Monmouth there are also, besides a collegiate and a scientific course, a normal, a musical, an art, and an honor-course. This last is “additional to the ordinary or degree-course,” and includes six departments, in any one or more of which a student may graduate with honors, first or second, according to the attainments made. For the securing of a second honor, one must master, besides the ordinary course, about half as much more matter, while for a first honor the ordinary course must be about double. The Northwestern College embraces, in addition to its preparatory and collegiate, a ladies’ course, a normal, a commercial, and an art-department. The North western University includes, wnth its preparatory and collegiate depart¬ ments, the Garrett Biblical Institute, the Chicago Medical College, and the Evanston College for Young Ladies, which has, however, its own board of lady trustees and a lady principal. Shurtleff has a theologic department connected with it, with four professors and a course of three years. St. Ignatius has a commercial as well as a classical course. S^. Joseph’s is mainly an ecclesiastic college. Wheaton, besides its classic course, has a ladies’ collegiate course, one of Bible-study, and one of art and music. Westfield, a preparatory, a classic, a scientific, a normal, an instrumental-music, and an art-course. COLLEGES FOE WOMEN. Seven institutions for the higher education of women report a total of 105 professors and instructors, (18 males and 87 females,) with 1,024 students in their preparatory scliools and 594 in their collegiate classes. One of these has 800 volumes in its library; another, 1,000 ; a third, 1,500 ; three others, 2,000 each ; and one, 2,500. Four years is the ordinary collegiate course in these. In all, drawing and music and German and French are taught. All have chemic laboratories and all but one philosophic apparatus or cabinet. One other, the Women’s College, at Evanston, reports 500 ];)t’eparatory stu¬ dents, but gives no note of college-classes yet. BUSINESS-COLLEGES. Fourteen of these institutions in this State— at Bloomington, Bourbonnais, Chicago, Eureka, Galesburg, Joliet, Monmouth, Naperville, Peoria, Quincy, Rockford, Rock Island, and Springfield — report an aggregate of 64 teachers and 2,221 pupils. NORMAL SCHOOLS. The Cook County normal school, principal, D. S. Wentworth, is reported in 1873 to have five teachers in its normal department, with 146 pupils ; course, three years. Established in 1867 by the county of Cook, for the purpose of preparing teachers of both sexes. It has had since that time, in all, 381 xmpils in attendance, of wLom 119 have graduated. Tuition to residents of Cook County is free, on the condition of signing a pledge to teach in the county. Volumes in library, 223, of which 30 are pedagogic. The Peoria County normal school, course two years, reports, for 1873, 4 resident in¬ structors, with 69 pupils in the first year of its course and 8 in the second year. Wliole number during the scho(d-year of 1872-73, 114. Volumes in library, 278. Grad¬ uates are entitled to a certificate of the highest grade from the county-superintendent. ILLINOIS. 89 The normal department of Eureka College returns 6 instructors, with 40 pupils in the one year of its course and a library of 2,000 volumes, embracing 30 on pedagogics. Carthage College has also such a department, which contained last year 46 students. The Northwestern College, at Naperville, has 42 students in a three-years normal course, under the same supervision as students in the other courses and reciting in the same classes when pursuing the same studies. The Northwestern German-English Normal School, at Galena, a private institution under the control of the North western Germau-Methodist Conference, has .5 instructors, with 114 pupils in a normal course of turee years and 50 volumes in its library. It has graduated 21 students since its organization, in 1868. The Evaugelical-Lutheran Teachers’ Seminary, at Addison, returns 4 instructors, 86 students, and 188 graduates since its organization, in 1864. In the last year there were 21 graduates, who all engaged in teaching. Vocal aud instrumental music are taught, a philosophic cabinet and apparatus are possessed, aud 300 works on pedagog¬ ics are in its library. The Normal University of the State of Illinois, with an annual appropriation of $29,000 from the legislature and four years in its full course, is the main dej)endenco of the school-system of the State for its supply of teachers, valuable as is tlie aid of the others above named. It reports 13 instructors and 419 normal pupils in the fall-tenn of 1873. At the close of the last scholastic year 21 graduated, of whom 18 eugaged in teaching. It has graduated altogether 221 pupils, 104 of these males, 117 females, its library contains 1,000 volumes, of which 30 are on pedagogics. Drawing and vocal music are taught, and a good chemic laboratory, x^hilosophic cabinet and apparatus, aud museum of natural history add to its means of illustration in the scientiiic studies that now form a regular xiortiou of the course in the public schools, A new normal school for the southern jiortion of the State has been established at Carbondale, and Dr. Robert Allyn, of McKendree College, appointed piiucij)al. In Knox College a normal class is organized each yearfbr the benehtof s udents who desire a s^iecial preparation for the work of ^teaching. The exercises of this class con¬ tinue for three months. Statistical summary of professional schools. Names of schools for professional in¬ struction. 1 Corps of instruction. 3 =2 o o > o "O fl 1 Number of students. Amount of proper¬ ty of corporation. Corpori 2 ® "3 a ^ > 2- Amount of pro- ductive fundy. o 2 Income from pro- ductive funds. p Receipts for last year from all other sources. Number of volumes in library. SCHOOLS OF THEOLOGY. Augustana Theological Seminary.... 3 Baptist Union Theological Seminary. 5 .... 49 $200, 000 $90, 000 $110, oco *$25,459 4, 000 Biblical department. Eureka College . 2 22 60, 000 20, OOO 1, 000 1, 000 Chicago Theological Seminary . 6 to 42 370, 000 128, 850 204, 050 17,761 $40, 944 5! 000 Garrett Biblical Institute . 16 4 68 400, 000 100, 000 300, 000 27, 500 1,200 4, .500 Jubilee College . . 1 35, 000 3, 000 Presbyterian Theological Seminary of the Northwest . 5 4 29 200, 000 168, 620 33, 313 8, 000 Theological department, Blackburn Universitj' . . Theological department of Shurtleff College . 4 2 12 50, 434 5, 000 1,000 United Presbyterian Theological Sem¬ inary of the Northwest . 3 1 12 0 0 6, 000 629 2, 164 2, 422 SCHOOLS OF LAW. Law-department, McKendree College 1 7 210 350 Law-school, University of Chicago.. SCHOOLS OF MEDICINE, Chicago Medical College, (medical department of Northwestern Uni¬ versity) . . 19 130 75, 000 4, 000 0 Kush Medical College . 22 196 Woman’s Hospital, Medical College.. 16 1 32 + * Includes all receipts. tOue, fully ; four, in part. t The building is on the lot owned by the Chicago Hospital for Women aud Children, aud i.s worth over $30,000. 90 REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of lorofessional schools — Continued. Corporate property, &e. .s OD a) Names of schools for professional in¬ struction. Corps of instruction, o po p o; o a Number of students. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of produc¬ tive funds. Income from pro¬ ductive fuud.s. ! Receipts for last year tVom all other sources. Numbei of volum' library. SCHOOLS OF MEDICINE— Continued. Bennett College of Eclectic Medicine and Surgery . 12 130 $25, 000 $25, 000 $20, 000 $1, 800 $6, 000 5, 000 Hahnemann Medical College and Hos¬ pital of Chicago . 16 65 100, 000 100, 000 0 0 13, 000 300 Chicago College of Pharmacy . 4 50 15, 000 *8, 000 0 0 2, 800 1, 800 SCHOOLS OF SCIENCE. Illinois Agricultural College . 6 t.58 75, 000 25, 000 30, 000 1,500 2, 500 500 Illinois Industrial University J . 19 412 849, 980 319, 000 28, 000 15, 077 9, 000 Scientific departmeni of Blackburn University . * Apparatus. t Bes-ides 156 preparatory. ] The uew and noble building- for the use of the Industrial University — 214 feet in total length and 124 in total depth — was dedicated with appropriate ceremonies on Wednesday, December 10. 1873. It contains 60 rooms devoted to public uses, and has cost, with furniture and heating-apparatus, $148,000. ILLINOIS INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB. The crowded condition of this institution forms a prominent subject of remark in the last report received from it, 324 pupils being on its lists and 294 in attendance du¬ ring the term, this number requiring the use of every available space for beds, the re¬ sort to a first and second table at each meal, and a series of constant shifts to avoid continual interference of one exercise and study with another. The immediate erection of additional buildings is hence urged, that the present one may be made a dwelling- house alone ; while still further additions, it is held, must be made ere long, as the re¬ turns to the secretary of state indicate 632 deaf mutes wfithin the Commonwealth, the real number being probably greater still. Since the opening of the institution, in 1845, there have been 893 pupils admitted to its privileges, of whom 59 wmre found to be children of parents more or less nearly blood-related. For four years past a class has been under instruction in articulation, with a teacher said to be possessed of high capacity, energy, and tact. The result of the experiment is reported to be a conviction that under favorable circumstances a small class, with a more than usually able teacher, may make more progress with this method of instruction than with the sigu-method. But, as it is very ditficnlt to secure all these conditions, it is held that the sign-method should not be abandoned. The new method of visible speech has to some extent been introduced, one of the teachers having been sx3ecially instructed in it. ILLINOIS INSTITUTION FOR EDUCATION OF THE BLIND. The new building for this purpose, erected in place of one burned in April, 1869, was reported in the early autumn of 1873 to be sufficiently far advanced to be opened October 1, and it is supposed that it was so opened. The school meanw'hile has been continued in a building which escaped the burning, but of course under disadvantages from overcrowding. PRINCIPALS’ ASSOCIATION. The November meeting of the Chicago Principals’ Association was held at Normal Hall on Saturday morning, November 1, 1873, President Pickard in the chair. The question as to whether it is the i)rovince of the district-school to give a commer¬ cial education was discussed wdth some warmth, Mr. Belfield opening on the affirma¬ tive and Messrs. Lewis, Cutter, Haywood, Baker, Broomell, Merriman, Westcott, and Hanford participating. Mr. Belfield said : “ The complaint is sometimes made, and I ILLINOIS. 91 think with full justice, that our schools are not doing their full duty in fitting hoys for business-pursuits. After having coni[)leted our first grade, or even before that is done, pupils are sent to a coniniercial college to learn penmanship and business-arithmetic. This should not be. Onr pupils should receive that training whicli would enable them to compete sucoessfnlly with the graduates of tjie business-college,” Mr. Lewis thought that the general exiu'essiou of business-men is that business-colleges fail to accomplish the end for which they were established. He gave it as his experience, and Messrs. Cutter and Haywood coincided with him, that business-men would sooner take a boy from the districtTSchools and intrust their business to him than employ a graduate of a commercial college. As to the graduates of tiie high school, by the disci[)line they gained, they were better fitted for handling a set of books than those whose only edu¬ cation was a little training in i)enmanship and the general principles of book-keeping. Mr. Hanford said that we should give children a knowledge of underlying principles and, if we can do so, add such specialties as will be of practical benefit to themin life. He held that our graded course, if faithfully followed, would provide all of a business- education that it was in the province of a common-school-course to impart. Mr. Bel- field said : “ I shall use the argument of the gentleman to strengthen my own position. If, as has been said, the business-colleges do not accomplish that which they profess, this is an additional reason for onr doing it. We can do it, without lengthening the time devoted to our course of study, by substituting this work for some of the less im¬ portant, I may say useless, things which now encumber us.” The committee on German, in its last annual re])ort, say, “The use of the German prineipally in this country, and especially in tlie West, is for iw’actical j)urposes. The children study the language to further their material condition more than to look into the treasures of German literature, otherwise hidden from their sight.” The system of public instruction is yet in its infancy. The time will come when the different mechanic arts will be taught at the public expense, not necessarily in connection with the studies now pursued, but in special schools. CHICAGO PUBLIC LIBRARY. Established by act of the general assembly of the State, passed March 7, 1872, this library has not yet been opened to the general public, except to visitors who desire to see the iirogress made in the accumulation of books, in the quarters occupied tempo¬ rarily in the “ tank” over the city-hall. Its permanent location is to be the old post- ofiice-buildiug, an exchange having been made with the United States of a lot on the Chicago Liver for the old post-office-lot. The reading-room of the library was opened to the people on the 1st day of Jan¬ uary, 1873. The first report of the board of directors, dated June 4, 1873, gives the to¬ tal number of visitors since the date of opening as 50,038, reaching a daily average of 331; weekly, 2,319 ; monthly, 10,007. The whole number of issues of periodicals to readers had been 33,986; the number of daily issues, 225 ; weekly, 1,575; monthly, 6,797. This municipal liberality is supplying to thousands an opportunity for that mental improvement hitherto denied them, and affords opportunity and means of em¬ ploying idle time profitably. The number of books already accumulated is 6,852, of which about 4,000 were received since January 1. There are also 3,222 valuable pamphlets. Of the books, only a por¬ tion have been purchased, the remainder being gifts from the people of England, Ger¬ many, France, Ireland, and Scotland, and from the citizens of Chicago, who contributed 2,500 volumes. From England have been received, from the national collection, com¬ menced after the great fire, some 3,530 volumes. There is still to be received a special contribution of some 1,000 or 1,200 volumes, the gift of Mr. Thomas Hughes, M. P., and a few friends. The English patent-office-reports, which have been presented by the English patent-office-commissioners, number some 2,800 volumes, the binding of which in London this board has ordered through its agent, Mr. John Robson, at a cost of about ^8,000. It is stated also that several more cases are on their way to Chicago, and it is probable that the entire English gift will, when all the books are received, amount to at least 7,000 volumes. These, with the number of books in the German collection, as well as those received from other sources, will make a grand total of some 10,752 volumes ; and this, too, it may be said, without as yet making any considerable draft u])()n onr income, except for the few named. The board of directors, in estimating the commercial value of the books already on the shelves, for the purpose of insuring against fire, has directed a policy of fire-insur¬ ance to bo taken out for $10,000. The ])robable value is $15,000 or $20,000. But the principal value of many of the works will scarcely bear any pecuniary esti- mat(‘. Some are editions or works of which no duplicates exist to be purchased. Thus, t iui English government sends 212 volumes, large octavo size, of their memorials and chronicles, and calendars of state-])apers, of correspondence and publi'- transactions with all the civilized countries of the globe, from the earliest periods of their history. I hese, published by the master of the English rolls, under authority of a special act of Parliament, passed in the year 1800, have occupied hundreds of transcribers and traus- 92 REPORT OF THE COMMISSIONER OF EDUCATION. lators in all languages, at a cost of time and money wliicb precludes the utter possibil¬ ity of such a thing being ever undertaken as a private enterprise. The complete sets of the English patent-office-reports, with some 77,000 sx3ecilication8 and 2,800 volumes, besides the annual additions of 140 volumes each year, can scarcely ever go into a private owner’s or publisher’s hands, and there are but three or four com¬ plete sets in the public libraries of this country. The University of Oxford, that most ancient seat of English learning, has made up and sent to Chicago a collection of books which — aside from the literary merit of the works sent — arc, in style of bindings and typographic appearance and workmanship, of a value which, for the same number of books, could Scarcely be replaced in case of loss. ILLINOIS MUSEUM OF NATURAL HISTORY. This institution was founded by the State Natural-History Society in 1858 and by this transferred to the State-board of education in 1871. It is supported entirely by legislative appropriation and is made an active center of exchange and distribution, especially for the public schools of the State. It is now placed in the State normal-university-building, and contains about forty thousand specimens, nearly all named, catalogued, and thoroughly organized for the use of students. It is designed to furnish, in time, to every school in the State which will use and properly care for it a small collection so selected as to illustrate in the best possible manner the branches required to be taught. Mineralogy, geology, conchology, botany, and ornithology are represented by full and valuable cabinets, and measures have been taken to enlarge the already respectable collections in entomology and general zoology. The chemiclaboratory connected with the normal university will soon be refitted and supplied with abundant apparatus, and will be opened to all who wish to make a special study of chemistry and the allied branches. Designated sets of specimens are supplied to schools and public institutions. The museum is for the free use of the people of Illinois, and all needed facility and assistance, in the way of books, specimens, and instruction, are afforded those who wish to avail themselves of it. LIST OF SCHOOL-OFFICIALS IN ILLINOIS. Hon. Newton Bateman, State-superintc7ident of public instruction, Springfield. COUNTY-SUPERINTENDENTS. County. Name. Post-office. * John H. Black . . Quincy. ... y!\ IpyflTiflpr . _ _ Mrs. Phoebe A. Taylor . . . . Cairo. _ _ Rev. Samuel G. Duflf . . . . . . Pleasant Mound. "PHniiA .... _ _ Mrs. Mary E. Crary . . . . . Belvidere. - _ _ _ _ _ J ames P. Amonett . . . . Ripley. .... _ - _ J acob Miller . . . . Princeton. ..... - _ _ _ _ Israel J. Varner. . . . Hamburg. _ - _ - * James E. Millard ....... _ ........... _ ..... Lanark. John Gore _ _ _ _ ... _ .j. . . . Ashland. 0 h fl m p ^ ern .... . _ _ _ S, L. Wilson . Tolono. rihristiiTn _ _ _ _ ....... Robert W. Orr . . . Taylorville. Clark . . . Perry A, McKain . . . . Marshall. .Tfl.coh H. Songer _ _ _ _ Xenia. P.lintoTi ... _ _ _ ....... Philip Bottler . . . . . . Trenton. .. -. _ _ .......... Allen Hill . . . Hutton, ([1 _ Genrge D. Plant _ _ _ _ Lemont. - _ Presley G. Rradherry _ _ _ Palestine. _ _ _ Thomas C. Killie _ _ Hazel Dell. He Kalb . . . * Horace P. Hall ........ . . . . . Sycamore. De Witt . Miss Mary Welch. . . . . . . . Clinton. Douglas _ _ ........ _ _ _ * Samuel T. Callaway . . Tuscola. Du Page .... ...... _ _ _ * Charles W. Richmond . . . Naperville. _ _ _ Rufus S. Cusick . . . . Paris. "p.rl * Levinus Harris . . . Albion. "p, flri n r\\Ti . Owen Scott . . . . Effingham. "Payptf.A - T - _ - Benjamin F. Shipley . . . Vandalia. "F'nrfl - . _ _ R. N. Gorsuch . . Paxton. ... . . . ... George C. Ross . . . . . . . . Benton. Fnltnn . . Vincent M. Grewell . . . Ipava. (ran .at in . . . Thomas J. Cooper . Shawneetown. C-reene _ _ _ Mrs. Catharine Hopkins . Carrollton. Grundy. ........... . . . . Rev. John Higby . Gardner. Hamilton . . . . John P. Stelle . . . . . McLeansboro’. Re-elected. ILLINOIS. 93 f List of school-officials in Illinois — Continued. County. Name. Post-office. *Rev. William Griffin . Carthage. Elizabethtown. Oleua. Geneseo. Gilman. L. H. Redd . De Soto. Newton. Jerseyville. Galena. Vienna. St. Charles. Kankakee. Yorkville. Galesburg. Waukegan. Farm Ridge. Bridgeport. Rochelle. F. W. Cox . Odell. Lincoln. Oakley. Virden. Highland. Sandoval. Sparland. Mason City. Metropolis. Colchester. TVIfissac _ _ Henry Armstrong . . . ATcDonough . . John M. Dunsworth . . . . McHenry . . William Nickle . . . . Ringwood. Bloomington. Petersburg. Aledo. McLean . . *John Hull . Itrenarrl _ Kenyon R. Davis . . . . Ttfercer _ Miss Amanda E. Frazier . . . . Monroe . . William H. Hilyard . Waterloo. ATontgomery . . Rev. Francis Springer . Irving. Jacksonville. Sullivan. Oregon. Elmwood. Du Quoin. Cerro Gordo. Pittsfield. Golconda. North Caledonia. Hennepin. Evansville. Calhoun. Al organ _ _ _ Henry Higgins . . . . Afoultrie _ _ .Tames K. P. Rose . . . . . Ogle . . . * Edward L. Wells . . . Peoria . . . . Miss Mary W. Whiteside . . Perry . John B. Ward . Pialt _ - C. J. Pitkin . Pike . .T ames W. .T ohnson . . . . . Pope . . . James A. Rose . . Pulaski . . . William M. Hathaway . . Putnam . . James H. Seaton . Randolph . . Peter N. Holm . Richland . . . John J. Coons . Rock Island . * Mansfield M. Sturgeon . Rock Island. Saline . . Barnett L. Hall . . . . .. Sangamon . . Patrick .T. Rourke . . Springfield. Camden. Schuyler . . . William A. Clark . . . Scott . Rufus Funk . Exeter. Shelby . John Stapleton . . . Oconee. Stark . Alonzo B. Abbott . . . Bradford. St. Clair _ .Tohn Gwillim. . - . . Mascoutah. Davis Stephenson . . . . .T ohnson Potter . . . . . Tazewell . Michael E. Pomfret . . . . . Hopedale. Jonesboro’. Union . Joseph H. Samson . . . Vermilion . . . Charles V. Guy _ _ _ Danville. Wabash . *. Tames Leeds _ _ _ _ Friendsville. Warren . *. Tames B. Donnell _ _ _ _ Monmouth. Washington . Samuel C. Page . Nashville. Wayne . . . Rev. Francis ivT. Woolard . Fairfield. White . Ahart .S. Harsha . . . . Carmi. Whiteside . Orriu M. Crary . . . . . Lyndon. Wilmington. Marion. Will . Mrs. Sarah C. McTntosh _ _ Williamson . * Augustus N. Lodge . . . Winnebago . Mrs. Mary Tj. Carpenter . . . _ Rockford. Woodford . . . * William H. Gardiier _ Panola. Re-elected. 94 REPORT OF THE COMMISSIONER OF EDUCATION. INDIANA. [From biennial report of Hon. Milton B. Hopkins, State-superintendent, for the school-year ended August 31, 1872, and from bis special report to the governor of the State for 1873.J The last legislature, by an amendment to the nineteenth section of the school-law, approved as late as the 8th of March, required that the enumeration of the children of the State for common-school-x3urposes should be made in that same month and April following, instead of July and August, as heretofore. This required great expedition, and consequently notice of the change with the proper blanks was immediately sent to the trustees throughout the State, who have discharged the duty with energy and promptitude, the results of which are indicated by the ligures below. I. ENUMERATION. Number of white males between 6 and 21 years of age . ^342, 082 Number of white females between 6 and 21 years of age . 307, 067 Total number of white children . . . 631, 149 Number of colored males between 6 and 21 years of age . 4, 589 Number of colored females between 6 and 21 years of age.... . . 4, 594 Total number of colored children . . . 9, 183 Whole number . . . 640,549 Whole number enumerated in the preceding July and August. . . . 631, 549 Increase in our scholastic population within six months . 8, 7S3 II. ADDITIONS TO THE SCHOOL-FUNDS. Common-scliool-fund. Amount of common-school-fund in June, 1872 . . $2,239,502 22 Amount sinking-fund distributed . . . 56,140 09 Amount since added from other sources . 2, 453 20 Amount in June, 1873 . . . 2, 341, 267 12 These figures show that the increase of the common-school-fund from the 1st day of June, 1872, to the same date, 1873, is $10,764.90. More than one-half of this amount, however, is from the sinking-fund, which is now exhausted, and consequently no addi¬ tions in the future can be made from this heretofore fruitful source. Congressional toivnsMp-fund. Amount of fund June, 1872 . $2, 269, 867 61 Amount since added from sale of lands . . . . . 19, 316 15 Amount in June, 1873 . 2, 289, 183 76 Add the value of 12,925 acres of unsold lands . 83, 697 18 Total congressional fund . 2, 372, 880 94 This fund, with the exception of the $8.3,697.18, the estimated value of the unsold con¬ gressional school-lands, is productive of interest. In a very few instances these lands are cultivated, and the rents and profits are applied to the education of the children of the proper township. The school-funds have become very much simplified. They are now all embraced under two heads : commou-school-fuuds and congressional township-funds. The former embrace the various funds mentioned in the constitution of the State and set apart by it for educational purposes, such as the surplus-revenue-fund, saline-fund, bauk-tax-fund, sinking-fund, and the fund derived from the sale of county-seminaries, the last dollar of which has found its way into the fund and is at the present time pro- * These figures are taken from the official report published in the public prints. INDIANA. 95 cluctive of interest. This fniid embraces, also, tines, forfeitures, escheats, &c., wliicli continne to augment it from year to year. A x)art of this fund is held in trust by the different counties in the State; the rest is held by the State herself, which debt she has acknowledged by the issuance of certain non-negotiable bonds, bearing 6 per cent, interest. The congressional township-fund includes the proceeds of the sales of the sixteenth sections, as well as the present value of such of those lands as remain unsold. Both of these funds may be summarized as follows : Non-negotiable bonds . - . $3,904,783 21 Commou-school-fuud . 2, 341, 267 12 Congressional township-fund . . . 2,372,880 94 Total . 8,618,931 27] III. COMMON-SCHOOL-EEVENUE. The principal sources of the common-school-revenue are taxes upon the property and polls of the State, interest upon the commou-school-fund, liquor-licenses, and unclaimed fees. The following table exhibits the revenue derived from each of these sources for the year ended November 15, 1873 : Apportioned by the superintendent of public instruction, collected by tax . $1, 190, 626 65 Interest on common-school-fuud . 189,455 47 Liquor-licenses ... - . 40,212 50 Unclaimed fees . 7, 193 72 State's interest on bonds paid . 231, 064 50 Other sources . 27,382 86 Total revenue collected for apportionment 1, 685, 935 70 Amount apportioned . . 1, 646, 913 83 Apportioned by county-auditors : Interest on congressional fund, collected and apportioned by the conn-ties . — $98,988 12 Amount derived from local taxation . 530,667 80 Total . . . . . 629,655 92 Grand total of school-revenue for tuition for the year ended November 15, 1873 . 2, 276, 569 75 THE REVENUE OF 1873 COMPARED WITH THAT OF 1872. Increase by State-tax . $120,324 90 Increase by interest on fund . 28,615 37 Increase by uutdaimed fees.o = ooc . 6,693 34 Increase by local taxation . 118,689 15 Increase by interest on bonds . 7, 323 54 Total increase . 281,641 36 Decrease by abolishing fees for liquor-licenses . $68, 067 50 Decrease in congressional revenue, (only one distribution). 47, 992 09 Total decrease . 116, 059 59 Net increase 165,581 77 The increase derived from taxation is due to an increase in the wealth of the people and the number of taxable polls. The increase in the amount of interest is caused, probably, by an increase in the pro¬ ductive school-fund itself, in accordance with the act of March 11, 1873, and partly by a change in the rate of interest from 7 to 8 per cent. The increase in the amount derived from unclaimed witness-fees is the result of the energy of the attorney-general and county-superintendents, in accordance with the legislation of last winter. The interest on the congressional fund is the amount appropriated in June, and does not include the distribution made in January of 1874, and is therefore only about half the usual amount reported from this source. The same is true of the amount deiived from local taxation. REPORT OF THE COMMISSIONER OF EDUCATION. dCi IV. MISCELLANEOUS. Average length of school-term, in days . . . 105 Average leiigili of school-term, in months . 5^ Niuutjcr enrolled in primary schools . 451,259 Number enrolled in high schools . . 13,895 Average daily attendance of white children . 295,931 Average daily attendance of colored children . 2,920 Number of districts in which schools were taught . 8, 918 Number of districts in which colored-schools were taught . 90 Number of white male and female teachers employed . 11,965 Number of colored male and female teachers employed . 91 Number of school-houses in the State . 9,202 Numher of school-houses built within the year . 465 Cost of same . . . f 872, 900 73 Whole number of persons licensed by the county-superintendents . 9,575 Quite a number of changes were made in our school-law by the legislature at its last session, the wisdom of which can be certainly determined only by a practical test. This test has thus far been but imperfectly made. Among the changes, the most im¬ portant is the abolition of the office of county-examiner, and the creation, in its stead, of that of county-superintendent. The law devolved the selection of this office upon the township-trustees, who, from their relation to the public schools, were supposed to be particularly fitted for making such selections. These appointments were made by the trustees in every county in the State on the first Monday in June, 1873, the day desig¬ nated by the law. Persons were generally appointed by the trustees with exclusive refer¬ ence to their qualifications, and in all such cases the results have been eminently satisfac¬ tory, and the law itself has been rendered popular. In a few instances, however, fealty to political party, rather than to common schools, was made the one essential qualifi¬ cation for the office. In such counties the law has failed in a great measure to respond to public expectation. The fault in this case is not in the law itself, but in the admin¬ istration of the law. COUNTY-BOARDS OF EDUCATION. This board is composed of all the township- and school-trustees of the county, together with the county-superintendent, and is another new feature of the school- system. It takes its origin iu certain general wants and needs of schools and school- property of which they have charge. It is the special province of this board to secure the best possible text-books for its schools, to relieve the parents of the burden of frequent changes, and to secure uniformity in text-books in the same school. Under the law creating it, this board was not called into existence until as late as September last. It has, therefore, but fairly entered upon its work. Most of its decis¬ ions are merely advisory. “ In a multitude of counselors there is safety.” TOWNSHIP-INSTITUTES. Experience has abundantly shown that it was impossible to secure the attendance of all the teachers at the county-institutes, inasmuch as the law made such attendance voluntary, and that, as a general rule, those teachers who needed the advantages of these institutes most were the ones who failed to attend. For the purpose, therefore, of reaching all the teachers and making the benefits of institutes universal, the legis¬ lature at its last session enacted a law requiring the township-trustee to cause to be held in the township “ township-institutes or model schools for the improvement of teachers ” at “ least one Saturday in each month during which the public schools may be iu progress.” The law requires the attendance of all the teachers in the township, and for non-attendance imposes a penalty. Thus far, these institutes have been almost universally attended, and they have awakened rivalry among teachers, which must result in great good to the schools of the State. CHANGE IN RATE OF INTEREST. County-auditors are now collecting interest at the rate of 8 per cent, upon all ex¬ pired loans and new loans, and have no difficulty in finding borrowers at the increased rate. STATE-INSTITUTES. Under the auspices of the State-board of education, the State-teachers’ institutes were held during the past summer— one at Muncie, one at Franklin, and one at Vin- ceuues. These institutes were largely attended by teachers from various iiarts of the State, and the instruction, which was given by experienced educators of our State and from abroad, was invaluable. INDIANA. 97 COUNTY- INSTITUTES. These have been more generally held than in any former year and more generally attended by the teachers. They are now a fixed fact. They have given fresh impetus to the cause of popular education in every county in the State. Perhaps not less than 95 per cent, of the teachers receive all their professional training in these temporary normal schoolsl Trustees, in the employment of teachers, discriminate in favor of those who attend these institutes and against those who neglect or refuse to attend them. The money used in their support greatly increases the teaching power of the State, and is therefore wisely expended. SCHOOL-HOUSES. The reports now on file show that the x^eople have expended during the year past S872, 900.73 in the erection of school-houses, which is more than has been expended for the same purpose in any preceding year. The average cost of these is something over $18,000, which indicates very clearly the general character of these buildings. Not a child in Indiana, so far as is known, has been deprived of school-privileges for the want of a school-house in which to attend school. GENERAL VIEW. Almost every department of the school-system indicates progress during the past year. The permanent school-fund has been augmented ; more than the usual amount of money has been raised by taxation. The school-houses erected have been more sub¬ stantial and more in accordance with true architectural taste. The schools have been better attended, graded, and organized. The teachers have been better qualified for their profession and better paid for their services. In respect to the aA'^erage duration of the school-term, the year past suffers in com¬ parison with the year immediately preceding ; for while, as compared with the other years, it shows a decided gain, in this instance there is a loss of eleven days. This is much to be regretted, and shows the necessity at once of a law fixing the minimum length of a school-term. In view of the fact that common schools are the only hope of the poor to obtain an education at all and in view of the additional fact that nineteen-twentieths of the population obtain from common schools all the education they do obtain, and that most of the public men receive from them the first elements of thought and their rudimental conception of men and things, the superintendent congratulates the governor, and, through him, the entire people of the State, upon the generally prosperous condition of the public-school-system. AMENDMENTS TO THE SCHOOL-LAW. The following are the principal amendments made to the school-law during the ses¬ sion of the legislature in 1873 : RELATING TO SCHOOL-FUND. The rate of the special school-tax is increased to 50 cents on each $100 and $1 poll, just double the previous rate. The rate of interest on all school-funds is fixed at 8 per cent. An act was passed consolidating portions of several funds and various claims that were scattered and becoming less every year, to the amount of $170,000. The State assumed the ownership of these assets and gave to the school-fund a non-negotiable bond, drawing 6 per cent, interest. RELATING TO TEACHERS. Teachers are no longer to be elected by district-meetings. Their selection and ap¬ pointment are henceforth to bo entirely in the hands of the trustees. The school-year is changed, so that it begins on the 1st day of July. CONSOLIDATING SCHOOL-DISTRICTS. • Authority is given to two or more districts or municipal corporations to unite in building joint graded schools. SALARIES AND APPROPRIATIONS. The State-superintendent’s salary is increased from $1,300 to $2,000 per annum. The yearly appropriation of $10,000 to the State Normal School is increased to $15,000 and $2,000 additional for contingent expenses. The State University receives an additional annual appropriation of $15,000, making the total annual income $30,.500. Twenty thousand dollars were also appropriated for the new university-building. 7 E 98 KEPOET OF THE COMMISSIONEK OF EDUCATION. AUTHORIZING CITY- AND TOWN-SUPERINTENDENTS. Trustees of incorporated cities and towns are authorized to employ superintendents and pay them from the special fund. Heretofore this has been done without law. AUTHORIZING CITY"-BONDS. Cities are. authorized to issue bonds for building-purposes, to the extent of |50,000, instead of |30,000, as formerly. ■» SCHOOL-CENSUS. Trustees are required to take the enumeration of children between the 1st of March and the 1st of May, and report to the county-superintendent on the 1st of May. Sta¬ tistical reports are to be made September 1. A penalty of $15 is inflicted if the county-superintendent fails to make his report of enumeration to the State-superintendent by May 15 and a penalty of $10 for not mak¬ ing the statistical report by September 15. SPECIAL TAXES. Trustees are authorized to levy a special tax to the extent of 25 cents on the $100, in order to pay off old debts. PAY OF STATE-BOARD. The law regulating the pay of members of the State-board of education has been changed so as to allow each $5 per day and 5 cents per mile for the distance necessarily traveled. LEGAL VOTERS AT SCHOOL-MEETINGS. All tax-payers, except married women and minors, are allowed to vote at school- meetings. Trustees are to be elected for one, two, and three years, so that hereafter one shall be elected annually. COUNTY^-SUPERINTENDENCY-LAW. This law, though not all that was desired, has been hailed with delight by the friends of education throughout the State. It provides for a visitation, by the superintend¬ ent, of all the schools in the county at least once in the year ; for county-organization, which will secure system aud unity of work ; and for township-organization, which will secure efficiency and uniformity in carrying out details. COUNTY-BOARD. The county-superintendent, with the trustees of the townships and the trustees of the towns and cities of the county, are to constitute a county-board of education, of which the county-superintendent shall be the president. MEAGER SALARY OF SUPERINTENDENT. The most serious defect in the law is that the pay of the superintendent is fixed so low ($4 per day) that in many counties good men cannot be secured, aud, as a result, the work will not be as well done as is desirable. This is greatly to be regretted, since the success of the law and its xiopularity will depend upon the manner in which it is executed. teachers’ institutes. The law provides that “ at least one Saturday in each month during which the pub¬ lic schools may be in progress shall be devoted to township-institutes or model schools for the improvement of the teachers, and two Saturdays may be appropriated, at the discretion of the township-trustee of any township.” “The township-trustee shall specify, in a written contract with each teacher, that such teacher shall attend the full session of each institute contemplated herein or forfeit one day’s wages for every day’s absence therefrom, unless such absence shall .be occasioned by sickness.” This provis¬ ion of the law will, it is believed, result in inestimable good. In this law there is nothing to prevent trustees of small incorporated towns, not able to command the entire time of a superintendent, adding to the salary of a compe¬ tent county-superintendent and securing a portion of his time. By this means a first- class man may be employed in almost every county and be paid a fair salary for his services. INCREASE OF SCHOOL-REVENUE. Under the old law, property for taxable purposes was seldom appraised at more than one-third or one-half its real value. According to these appraisements the total taxable property of the State is fixed at $662,000,000, while the census of 1870, in which people es¬ timate their own property without any tax-duplicate staring them in the face, makes the INDIANA. 99 taxable property of the State worth nearly $2,000,000,000. The State-hoard of equali¬ zation, which has the best facilities for arriving at the facts in the case, estimates that the present basis of taxation, $662,000,000, is but little more than one-third the true value of the property of the State. CHANGE IN PROPERTY-VALUATION. The new law changes the basis and fixes the cash-value, or the amount the property would sell for at voluntary sale, as the standard. At the lowest estimate the valua¬ tion will be doubled. The present yearly income from this source is $1,070,301.69, and the new law means that this amount shall be doubled, though whether so great an improvement will be effected is doubted by the superintendent. APPOINTMENT OF TEACHERS. One of the most important changes in the school-law is the one which does away with the district-meetings to elect teachers and leaves the selection and appointment entirely in the hands of the trustees. This will undoubtedly meet with much opposi¬ tion, as people are very jealous of their rights, but it will be likely to result in much good. “ The old law has given rise to more trouble in school-matters than almost all other things combined.’^ Where two teachers apply for the same school, the defeated one and his friends not unfrequeutly nse their influence against the successful teacher and the school ; and hundreds of country schools have, in this way, been re.ndered al¬ most useless. With the appointing power in the hands of the trustees, such trouble is avoided. This law has worked well in cities and towns. There seems no reason why it should not work equally well in the country. IMPORTANCE OP GOOD TEACHERS. The State-superintendent says : “ School-teaching is now, by common consent, ad¬ mitted into the ranks of the learned, honorable, and useful professions. “ The thermometer does not more accurately indicate the temperature of the sur¬ rounding atmosphere than do the moral and educational qualifications of the teachers indicate the civilization of the people in whose midst they live and labor. As are the teachers, so is the nation. Our law is correct, in theory at least, when it requires proof of moral character, and also sufficient knowledge to teach and to govern the school, as conditions of admission into the profession. “ Good teachers give us good schools and good schools make an intelligent, happy, and prosperous people. It is, therefore, the part of sound wisdom for the State to make liberal provision for the preparation of teachers possessing a high order of didactic skill.” STATE-CERTIFICATES. The state-board of education has decided to grant two grades of certificates and has fixed the standard of qualification of each as follows : for the second grade, satisfactory evidence of good, moral character ; superior professional ability ; a comprehensive knowledge of the theory and j)i'actice of teaching ; thirty months of practical expe¬ rience in the school-room, ten of which shall have been in the State; a thorough knowl¬ edge of the branches taught in the common schools, of the Constitutions of the United States and of the State of Indiana, of the elements of natural philosophy, and of the art of composition. A first-grade-certificate requires, in addition to the above, a knowledge of elementary algebra, the first three books in geometry, elements of botany, outlines of general his¬ tory, elements of rhetoric, and elements of zoology. INCREASE IN LlilNGTH OF SCHOOL-TERM. The average length of the schools throughout the State has been increased nearly one month. This has been brought about by the levy of special tuition-tax. In many counties the trustees have levied sufficient tax to keep the schools open six months, and in Porter County the tax was sufficient to maintain schools nine months. The average length of schools for the year ended August 31, 1872, was 116 days. The improve¬ ment in this respect is highly gratifying and encouraging. NEGLECT OF PRIMARY CLASSES IN UNGRADED SCHOOLS. Complaint is made that in many cases the primary classes in ungraded schools are cheated out of half the time that proxjerly belongs to them. In these instances each 100 REPORT OF THE COMMISSIOK'ER OF EDUCATION. class is allowed, indeed, to recite four times a day ; but it is alleged that while the primary class is given ouly ten minutes, the advanced class, with no more pupils in it, is allowed thirty. The injustice of this is apparent when it is considered that the little ones cannot study as older pupils can and learn most through recitation. While the importance of a thorough grounding of these in the first elements is such as to jus¬ tify a making of distinctions in their favor, much rather than against them, the foundations of education once well laid, the completion of the structure is compara¬ tively easy. SCHOOLS FOR COLORED CHILDREN. The State-superintendent says ; “I find a universal disposition among trustees and the people to make provision for the education of the colored children. Wherever con¬ gregated in sufficient numbers, without a single exception, so far as known to mo, trustees have organized schools for them, provided houses, employed teachers — either white or colored — and made their school-terms equal in duration to those of the other schools. In many instances, by common consent, these children have been admitted into the white-schools, and in others, where they were refused, the trustees have ex¬ pended to the best advantage their iDortiou of the school-revenue in their education. “ I have visited many of these schools during the year. The children are well be¬ haved and anxious to learn.” It is evidence of the interest taken in this class of children that, during 1873, there has been erected for them at the State-cajiital a school-building, costing $2-2, 000, the cost of lot, furniture, and heating-apparatus bringing this up to $30,000. There are now eleven schools for colored children at Indianapolis, ten of them taught by colored teachers. MORAL RESULTS OF THE SCHOOLS. In connection with this subject the superintendent remarks: “The leading object in the organization of any school-system should be the moral culture of the children. That system of education that aims at the development of the intellectual faculties to the neglect of the moral is exceedingly defective. We should not allow ourselves to be deceived by the supposition that in cultivating the intellect we are necessarily de¬ veloping the moral sentiments and feelings. Innumerable instances of moral degrada¬ tion are found to-day in the ranks of the most highly educated. if * * not the advocates of our free-school-system promise the people that if they would take upon their shoulders the additional burden of taxation for its support the same would be lightened by the diminution of crime ? Is there any perceptible decrease of crime in Indiana ? Is there a reasonable probability that there will be? We should know what education is not doing for us as well as what it is doing. * * * It is hence becoming a grave question among those who take comprehensive views of the subject of education, whether intellectual culture without moral is not rather an injury than a benefit. That is the true system of education which adjusts itself in its course of train¬ ing to the entire complex nature of the child. No government can safely ignore this grave subject, especially if it rely for security on the virtue, intelligence, and fidelity of its people. It is, therefore, a matter of the deepest concern that the legislature look well to the moral traiuiug of our youth. The law-makers of Indiana have not been hereto¬ fore unmindful of this great interest. Two statutes found in the school-law are monu¬ ments to the wisdom and patriotism of the general assembly : “ The Bible shall not be excluded from the public schools of the State.” “The common schools of the State shall be taught in the English language and the trustee shall provide to have taught in them orthography * * behavior.” The science of good behavior is a part of our common-school-curriculum, and the Bible is the text-book. These tw’o sections clothe the teachers with all needed authority to bring their schools under inoper moral and religious influences. Christianity should be made the basis of popular education. ILLITERACY IN INDIANA. The census of 1870 gives the number of illiterates over 10 years of age in Indiana «s 127,124, or 7^ per cent, of the entire population. Of these, 100,341 were adults, and 39,509 (10 per cent, of the voting population) voters at all the elections, yet unable to read one section of the State- or national constitutions or the names of the candidates printed on their tickets. ILLITERACY AND PAUPERISM. As an illustration of the general rule that increased pauperism is a consequence of illiteracy, the superintendent presents the following statement : “ The statistics re- INDIANA. 101 ceived from nine establishments (State and county) for the support of paupers show the total number of adults to be 1,375 ; minors, 987 — total, 2,362. Of these, 959 were unable to read and write and 34 ouly had received a superior education. The total expense for the year was $216,575.56. These statistics show that of the 2,362 paupers in these nine establishments per cent, were well educated, while more than 40 per cent, were illiterate. I take it as a fair inference from the foregoing that 40 per cent, of the pauperism of Indiana is attributable to a want of intellectual and moral culture, and, consequently, 40 per cent, of the expenditure of the State on account of her paupers is chargeable to the same cause. It costs the State more to maintain a pauper than to educate a child. Should she not, therefore, in the name of economy, demand universal education V’ ILLITERACY A CRIME." “ If the State in her early history afforded meager privileges for free education, the reason is found in her early poverty. At no time, however, in her history have educa¬ tional opportunities been so limited as to deprive the children of at least a knowledge of the elements of the English language. Illiteracy has at no time been a neces¬ sity. If any man or woman, reared in Indiana, is destitute of ability to read and write, it is almost invariably the result of slighted opportunities, and demands a defense — demands a defense, for illiteracy is incijjient crime. To live from birth to majority in the midst of free schools and remain profoundly ignorautis a crime against the illiterate himself, against society, and demands of the State a remedy.” The remedy suggested is a COMPULSORY LAW. In urging the adoption of such a law the superintendent remarks : “ Two features have characterized our system from its very inception : that the schools are open to all and free to all. The founders of it reasoned that public sentiment, parental pride, and the innate fondness of children for knowledge, combined, would send all into the schools. For fifty years we have acted upon this theory. What are the results ? The census-table answers by facts and figures. “ To reach our 27,000 minor illiterates, together with a large number of truants and vagrants, and bring them within the elevating and refining influence of our schools, we have remaining one means, and only one : a compulsory law. “ The right to compel attendance is an obvious consequence of the school-system it¬ self. If the State has the right to make, by compulsory taxation, the present liberal provisions for the education of all, she has the right to compel the attendance of all. “ I doubt not that a judicious law, compelling attendance upon the schools, would meet with favor in Indiana. It rises above all partisan considerations. Such a law would be the best friend of the orphan and the neglected. It would open to thous¬ ands a door of hoj)e that is now probably closed forever. The public is ready for this measure. It can be enforced. It will break up old and bad habits and form new and better ones. Its adoption will mark a new and better era in educational matters and erase from the census-reports the figures that tell the disgraceful story of our illit¬ eracy.” ADJUSTMENT OP COURSES OP STUDY. The state-board of education has determined to readjust and modify, to whatever extent may appear to be necessary, the course of study in the public schools, so as to make it one continuous systeoi from the lowest primary grade up to the State Univer¬ sity. From the primary grades to the high schools the system does not seem, in their opinion, to need much adjustment. But between the high school and the university, the relationship between them needs some modification to bring the two into perfect accord and harmony. One noticeable feature of the new system is to be found in a provision which makes a certificate from certain designated high schools, showing that the bearer has satisfactorily iiassed through their course, a sufficient evidence to enter the university without further examination. SECONDARY INSTRUCTION. Nine private high schools, academies, and seminaries report an aggregate of 1,671 students in secondary studies — 779 boys and 892 girls. Of these 95 are pursuing the elassic course and 81 modern languages ; 119 are preparing for college and 40 grad¬ uated from these various schools at their last commencement. Of these schools, 6 have fine libraries, the number of volumes ranging from 500 to 1,500 ; 3 have a chemic laboratory and philosophic apparatus, and in 4 music and drawing are taught. In addition to the foregoing, 13 institutions for superior instruction have in their pre¬ paratory departments an aggregate of 1,689 pupils who are pursuing secondary studies, of whom 315 are young ladies. 102 ■ REPORT OF THE COMMISSIONER OF EDUCATION. . NORMAL SCHOOL. The state Normal School has not only maintained its own high character as a pro¬ fessional school, hut likewise that of the class of institutions which it represents. “A written pledge on the part of the applicant for admission, filed with the principal, that said ai)plicant will, so far as may be practicable, teach in the common schools of In¬ diana a period equal to twice the time spent as a pupil in the normal school,” is the con¬ dition of admission. In the number of pupils, each year gains upon its predecessor. Its growth has been constant. Each year enrolls from 25 to 40 per cent, more students than the corresponding term of the preceding year. During the past year about three hundred students were in attendance. Twenty of this nuiiiber graduated, and each of these is faithfully carrying out the conditions of admission. The universal verdict in reference to their teaching is that their ivorkis thorough. Theinfluenceof the school is not limited to its graduates. There are many under-gradu¬ ates whose idea of school-work and methods of instruction have been greatly improved by an attendance at the institution. This school must ever be regarded as the heart of our common-school-system. Chauncy Rose, esq., a distinguished and wealthy citi¬ zen of Terre Haute, generously donated to the institution the sum of $4,000 for the pur¬ chase of a library of reference. More than one-half of that sum has been expended in accordance with his wishes, and the institution is nowin possession of a very valuable library. STATE UNIVERSITY. The Indiana State University, located at Bloomington, was a seminary in 1824, a col¬ lege in 1828, and was organized as a university in 1839. The State appropriates to it $23,000 annually. In all the six departments— preparatory, collegiate, engineering, military, medical, .and legal — the number of professors and instructors is 26. Of the 174 classic or collegiate students, 31 are ladies, the collegiate course — classic and scientific — being open to them on the same terms as to young men. In every depart¬ ment tuition is free to all, only a small contingent fee of $3 being required in the law- school and college for each term. A large new building for the university, corresponding with the one previously exist¬ ing, has been erected during 1873, measuring 130 feet in length by 50 feet in breadth, and 3 stories high. On the first floor of this, in a room 100 feet by 50, will be displayed the extensive Owen cabinet of natural history and science, branching out into still another room for its exhibition of specimens. The remainder of the floor will be occu¬ pied by the laboratory and apparatus for illustration of the physical sciences. The second floor will be occupied by the libraries and two recitation-rooms. The third will contain the law-lecture-rooms, 60 feet by 50, and two halls for literary societies. The alumni of this university now number 864, besides 6,000 who have received a partial training in it. As has been stated under another head, the university will hereafter, it is understood, admit to its freshman-class approved gradu.ates of the high schools of the State, without the examinatiou to which other candidates for admission are subjected. Whether this implies a lowering of the standard of admission to the university or an elevation of that for graduation in the high schools does not yet fully appear ; but it is taken for granted th.at the latter is the case, and that hereafter Latin, through Csesar and Virgil, and Greek, through the grammar and reader, will be required for full grad¬ uation in the high schools. Out of 110 applicants for adniission to the university in 1873, only 50 were admitted. A j)art of the remainder entered the Bloomington high school, which is partly under the control of the university, to finish their preparation, and a part went to another college, where they were admitted. The advanced ground taken by the State University in regard to the standard of admission to the freshman-class is considered a matter for congratulation. If a general advance in this respect could be made by all western colleges, it would be some honor to hold a diploma from them. In the past there has been a strife among these institutions as to which should secure the largest attendance, and scholarship has been a matter of secondary consideration. It is hoped that all In¬ diana colleges will advance their standard so far that it will not be necessary for ambi¬ tious young men to leave the State in order to secure a first-class education. INDIANA. 103 Statistical summary of universities and colleges. Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. j Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Concordia College _ _ _ 6 0 94 $150, 000 $0 3, 500 8 0 109 59 94, 000 55, 000 $55, 000 $5, 000 $29, 600 3, 600 12 $75, 000 75, 000 300 Franklin College . 6 35 17 87, 000 40, 000 47, 000 47,000 2, 820 1,500 1,000 Hanover College . 10 3 30 86 145, 000 100, 000 130, 000 no, 000 9, 000 16, 000 7, 500 A TTriiu’prRit.y 8 206 93 22, 000 30, 000 2, 100 1, 400 604 Indiana Asbury'University. 9 "s 190 195 175, 000 175, 000 152i 000 152, 000 12, 000 4,000 12, 000 Indiana University . 11 74 174 250, 000 143, 000 no, 000 107, 000 7, 500 25, 000 7, 000 Moore’s Hill College . 5 175 43, 000 15, 000 8, 500 700 3, 500 414 Northwestern ChristianUni- versity . 8 1 120 61 440, 000 300, 000 140, 000 120, 000 8, 000 1,500 5, 000 Ridgeville College . 6 *170 5 36, 000 30, 000 . 5, 500 4, 000; 240 1,700 500 SJf O.nllp^p 6 45 21 4, 500 Union Christian College .... 7 "6’ 134 29 175, 000 65, 000 no, 000 85, 000 4, 380 1, 200 400 University of Notre Dame dn Tifip. . . _ _ 15 0 191 42 253, 000 n 12, 000 Wabash College . 11 180 88 400, 000 150, 000 180, 000 160, 000 15, COO 5, 000 7,500 * Includes 12 in scientific course. PRIVATE AND DENOMINATIONAL INSTITUTIONS. The following are private and denominational institutions, organized for local con¬ venience or with a view to the retention of special religious influences throughout the college-course : (1) Wabash College, at Crawfords ville ; Presbyterian ; 22 graduated at last com¬ mencement. (2) Concordia College, at Fort Wayne ; Lutheran ; supported by free contributions of the clergy and congregations of the synod of Missouri, Ohio, and other States. (3) Franklin College, at Franklin ; Baptist. Of 4 students in the senior-class, 3 are ladies. (4) Indiana Asbury University, Greencastle ; Methodist-Episcopal. Of 385 students in the classic department, 38 are ladies. At the last commencement 30 graduated. (5) Hanover College, at Hanover ; Presbyterian. University-charter obtained in 1832 ; tuition, free. Graduates at the last commencement, 10. (6) Hartsville University, at Hartsville; United Brethren in Christ. Of 89 students in classic department, 24 are ladies. Graduates at last corameucement, 6. (7) Northwestern Christian University ; Christian. Of 61 students, 10 are ladies. (8) Union Christian College, Merom ; Christian. Graduates at last commencement, 3. (9) Moore’s Hill College, Moore’s Hill ; Methodist Episcopal. Graduates at last com¬ mencement, 7. (10) University of Notre Dame, near South Bend ; Roman Catholic. At last com¬ mencement, 15 graduated in the classic and 22 in the commercial department. (11) Earlham College, Richmond ; Friends. Of 59 students in classic department, 21 are ladies. Graduates at the last commencement, 14. • • (12) St. Meinrad’s College, St. Meinrad; Roman Catholic. (13) Howard College, Kokomo. The sexes are educated together here. (14) Fort Wayne College ; Methodist-Episcopal ; reorganized 1873. Gentlemen and ladies both admitted to the regular boarding-hall-room in separate buildings, but take meals in the same dining-room and, as far as possible, recite together. COLLEGES FOR WOMEN. Four institutions report an aggregate attendance of 371 pupils, of whom 28 are in preparatory departments, with 43 teachers, of whom 4 are gentlemen and 39 ladies. The xmpils are divided in two of these colleges, as follows : in the freshman-year, 33 ; sophomore, 32 ; junior, 31 ; senior, 13 ; 2 are pursuing a special or partial and 7 a post-graduate-course. French, German, and music — both vocal and instrumental — are taught in all these colleges, and painting and drawing in all but one. Two report the 104 REPORT OF THE COMMISSIONER OF EDUCATION. possession of .chemic laboratories and natural-bistory -museums, 3 philosophic cabi¬ nets, and one each an art-gallery and a gymnasium. All have libraries, the largest numbering 3,000 volumes, the smallest, 550. BUSINESS-COLLEGES. ’ Indiana has six of these— at Evansville, Indianapolis, Logansport, Notre Dame, and Terre Haute — reporting, in all, 25 teachers and 1,096 x)upils. Statistical summary of professional schools. 3 2 Corporate property, &c. .2 Names of schools for professional instruction. j Corps of instruction o X ^2 p S. nd o 'd a Number of students Amount of property of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Number of volume library SCHOOL OF THEOLOGY. Theologic school, Hartsville Uni- versity 1 *5 SCHOOLS OF LAW. Law-department, University of Notre Dame . . 1 *8 Law-school, Northwestern Chris¬ tian University _ _ _ _ _ _ ... 3 t 0 Law-school, University of Indiana. SCHOOLS OF MEDICINE. 3 45 2, 000 Medical College of Evansville . 11 47 J$l, 000 20, 000 $1, 000 10, 000 100 Medical department, Indiana Uni¬ versity _ .... _ .... _ _ _ 12 107 SCHOOL OF SCIENCE. Purdue University, (agricultural p.nllp^p'i . . ....... §2 $650, 000 170, 000 $340, 000 $19, 000 79, 000 * These are also included in the regular college-course. t Law-school is suspended for one year. J Books and apparatus. §Only the president and professor of chemistry yet appointed. The institution will open for the reception of students March 1, 1874, but not with a full corps of professors. No students have been received in 1873. The gift of Mr. John Purdue, securing the naming of the institution after him, was $150,000 in cash. Citi¬ zens of Tippecanoe County have given $50,000 cash and citizens of Chauncey 100 acres of land, valued at $50,000, to secui’e its location at Chauncey. The State of Indiana in 1873 made an appropriation of $60,000, half of which was paid in June, 1873; the remainder to be paid in June, 1874. INDIANA STATE TEACHERS’ ASSOCIATION. The uineteenth annual meeting of this association convened in the city of Logans¬ port on Tuesday, December 31, 1872, and remained in session until the 3d of January. Mr. W. A. Bell, the xiremdeut-elect, in his inaugural address, touched upon the “ woman-question,” including the co-education of the sexes, woman as the teacher by nature, and the salaries of lady teachers. He brought forward the testimony of numer¬ ous presidents of colleges and professors in universities to establish the truth of certain proxiositious, the principal of which were that “ women should be admitted to all col¬ leges and universities on the same terras as men.” “ Co-education is the natural plan.” “ The effect upon character and manners is mutually elevating and refining “ it pro¬ motes studiousness and good order.” The subject of “ The study of German in the public schools ” was discussed at con¬ siderable length. Prof. H. B. Boisen, of the State University, read a paper on the Kindergarten, in theory and practice, in which he gave an account of the origin of the Kindergarten-systeih, its progress, the obstacles in its waj^ and its ultimate prosperity and success. “ In the Kindergarten, morality is taught without moralisms, religion without theology, and science without text-books. Those American institutions into which text-books have been introduced do not deserve the name of Kindergarten.” INDIANA. 105 “ How to cultivate a taste for English literature ” was the subject of a paper read by J. A. Zeller, principal of the Evansville high school. He held that teachers should be more fully cultivated in literature and should make a constant effort to enable the children to lay hold of ideas through words, the vocabulary to be increased only as the ideas increase. A lengthy and highly-interesting address was given by John H. French, State-super¬ intendent of the schools of Vermont. He eonffned his remarks chiefly to the subject of natural history in the common schools, showing how this branch of study can be made not only interesting but very profitable, even in the lower grades of the schools. In some of the eastern cities natural history is taught one year before the pupil eom- mences English grammar. Every teacher in the common school has the means at hand by which he may give lessons to the pupil that will make him wiser and better. In teaching this subject, short oral lessons should be given two or three times each week. They should be reproduced by the pupil at some future time, and criticised by the pupils and teacher. J. McNeil, superintendent of the Riqhniond schools, read a paper on the defects of the graded system of schools. The writer regarded the graded-school-system as having done more than given system to the work. It has given enthusiasm and a general inter¬ est in public education, but the highest object of this education has not yet been reached. The graded-school-system, in its unmodified form, makes no distinction as to mental ability, and is defective in that it expects equal results from very different capacities. President W. A. Jones, of the State Normal School, read apaperon “ Moral training in the public schools.” He assumed, in the first place, that training involves both instruction and practice. A prevalent opinion among the people is, that the province of the public school is to teach scientific and literary subjects ; but that, if moral instruc¬ tion is taken into account at all, it is to be given in the most general manner; whereas, principles of social morality must be stated and practice of these be required. T. C. Philips, editor of the Kokomo Tribune, in a paper on “ The relation of journalism to education,” claimed that the present intelligence of the people is very largely due to the newspaper : that while journalism was in its infancy ignorance everywhere pre¬ vailed, schools were poorly supported, and original thinkers were few. Since the news¬ paper contains that knowledge which is adapted to the practical wants of men, he would have in every school a “ news-chair,” with its regular professor. He would intro¬ duce daily or weekly papers into every school in the village or city and have a judicious selection from them read. “ The art of questioning” was the subject of a very practical paper by Mrs. Lois G. Hufford. Among many suggestions were the following : Do not word questions so as to convey information. Do not end questions with the word “what ?” The teacher should never answer his own question. As a rule, do not give questions that can be answered by yes and no. Require the answers in complete sentences. An address was delivered by Hon. William T. Harris, superintendent of the St. Louis schools, on “The function of education in its relation to the government, to soci¬ ety, and to the individual.” He prefaced his discussion of the different parts of the sub¬ ject by glancing at the heterogeneous elements which enter into the composition of the population of this country, and drawing the conclusion that a composite population conduces more to liberty and toleration than a homogeneous one. In such a commu¬ nity men learn that toleration and license are two different things. It is the prov¬ ince of the school to give the pupils a clear insight into the problems of life, to show them that true freedom is to be obtained only in subordination of self. The teacher has aehieved success when he has learned to govern his pupils through their own con¬ victions. In order to secure uniformity in the reports of schools, on motion of W. H. Wiley, the rule known as the national rule was adopted by the association. A large portion of the closing session was occupied with a discussion on the subjeet of compulsory education. J. M. Bloss, superintendent of the New Albany schools, strongly favored the adoption by the State of some law by which compulsory attend¬ ance at school may be secured. He believed that the vote of the people, which would be necessary" to secure such an act, would of itself create a public sentiment that would be sufficient to enforce all the regulations of the system. D. D. Luke, superintendent of the Goshen schools, argued on the negative of the question. The time allotted for this exercise having expired, the discussion was not finished. C. W. Ainsworth, assistant superintendent of the Boys’ Reform-School, in a paper on “ What shall be done with the bad boys f ’ sketched the management of the reform- school and gave some of the means of discipline that are brought to bear upon those who are admitted into the institution. A curtain is dropped between them and the world of crime in which they have been living. Religious teaching, music, cheerful amusements, &c., are emxdoyed with good effect. The object is to educate the head, the heart, and the hand, so that when they leave the institution they may be fully pre¬ pared to take their places in the world as intelligent, conscientious, and industrious members of society. 106 REPORT OF THE COMMISSIONER OF EDUCATION. J. Cooper, superintendent of the Winchester schools, in a paper on “ Discipline: what it is and how to secure it,” defined school-discipline as such an adjustment of school-work that the proper ends of the school may he attained. The disciplinary agencies to he em- X)loyed in the government of the school should receive the most earnest and careful study of the teacher. Among them may be noticed : (1) the literary qualification of the teacher, (2) self-control On the part of the teacher, (3) confidence in one’s self, (4) work, and (5) the co-operation of parents. The report of the committee on resolutions, which was uuanimously adopted, con¬ tained the following : “ This association bears testimony to the value of the National Bureau of Education as a means of collecting and disseminating valuable educational information, and we specially indorse the labors of General Eaton, the United States Commissioner of Education, as wisely pla:nned and ably and efficiently carried out, and we hope the teachers of this State will, through the members of Congress of their respective districts, obtain the reports of this Department and make them a subject of special investigation.” The examiners’ and superindents’ section of the association discussed at considera¬ ble length the subject of “ The powers, duties, and qualifications of county-superin¬ tendents.” Papers were read on “ The advantages, disadvantages, aud feasibility of district and graded-schools ” and on the “ Best method of influencing public opinion in favor of education.” In the collegiate and high-school-section, a number of the members participated in a debate on the subject of “A common course of study for our colleges and the meeting listened to papers from Dr. Nutt, on the “ Lecture-system of the German universities and from Prof. Geo. P. Brown, on “ High-school-work in Indiana.” LIST OF SCHOOL-OFFICIALS IN INDIANA. Hon. Milton B. Hopkins, State-superintendent. COUNTY-SUPERINTENDENTS. County. Name. Post-office. County. Name. Post-office. Adams . D. D. Heller . Decatur. Lawrence . . Jos. P. Funk . Mitchell. Anderson. Allen . Jeremiah Qillegast. Fort Wayne. Madison .... Jos. Franklin . Bartholomew John M. Wallace.. . Columbus. Marion . Walter S. Smith ... Indianapolis. Benton . Frank C. Cassel . . . Oxford. Marshall _ Thomas McDonald. Plymouth. Blackford .... Lewis Willman .... Hartford City. Martin . Thomas M. Clarke. Shoals. Boone . Thomas J. Shulse.. Lebanon. Miami . W. Steelve Ewing . Mexico. Brown . John M. McGee - Nashville. Monroe . M. M, Campbell _ Bloomington. Carroll . L. E. McReynolds. . Delphi. Montgomery Marion Codfelter... Alamo, Cass . Harry G. Wilson . . Logansport. Morgan . H. N. Short . Martinsville. Clarke . Clay _ ... A. C. Goodwin . W. H. Atkins _ _ _ Jeffersonville. Bowling Green. Frankfort. Newton . Noble . John Merchant _ Thomas M. Eells.. . Brook. Albion. Rising Sun. Clinton . J. N. Armantrout .. Ohio . John Pate . Crawford .... Daviess _ _ _ _ J. W. C. Springston Edward Wise . Leavenworth. V/ashington, Aurora. Orange . Owen . James J. Throop. .. William B. Wilson. Paoli. Spencer. Bloomingdale. Dearborn . George C. Columbia Parke . E. C. Siler . Decatur _ _ _ _ W. H. Powner. .... Greensbnrg. Waterloo. Perry . Theo. Courcier _ Rono. De Kalb . James A. Barnes. .. Pike . Thomas C. Milburn. W^inslow. Delaware .... O. M. Todd . Muncie. Porter . Timothy Keene.... Valparaiso. Dubois . E. R. Bundick . Huntingburg. Posey . James B. Campbell. IMount Vernon. Elkhart . tp A. S. Zook . . Jason L. Rippetoe. . Jacob K. Walts _ Millersburg. Counersville. New Albany. Pulaski . Putnam .... S. Weyand . J. R. Gordon. . . ... Winamac. Green castle. Farmland. Floyd . Randolph . . . Charles W. Paris. . . Fountain . . James A. Young.. . C. R. Cory . Covington. Brookville. Ripley . Hezekiah Shook _ Versailles. Franklin _ _ Rush . ’ William T. Moffett.. Rushville. Fulton . William H. Green.. Rochester. St. Joseph.. Elisha Sumption _ Mishawaka. Gibson . W. T. Stilwell . Fort Branch. Scott . A. H. Whiisett . Deputy. Grant! . Thomas D. Tharp.. Marion. Shelby . Richard Norris .... Shelbyville. Greene . l(. C. Hilburn . Newberry. Spencer .... J. D. Armstrong .. . Rockport. Hamilton . J. y. Losey . Noblesville. Starke . A. H. Henderson .. . Knox. Hancock . John H. Binford . . . Greenfield. Steuben .... John W. Cowen . . . Angola. Harrison . Daniel P. Lemon . . Corydon. Sullivan .... George W. Register. Paxton. Heudricks. . . . Jas. A. C. Dobson - . Brownsburg. Switzerland. F. M. Griffith . Vevay. Henry . Enos Adamson ... Middleton. Tippecanoe . James E. Matthews. La Payette. Howard . A. J. Youngblood - . Kokomo. Tipton . J. M. Clark - Tipton. Huntington. . . M. L. Spencer . Huntington. Union . H. K. W. Smith.... Liberty. Jackson . Wilson S. Swingel. Brownstown. Vanderburg. Robert P. Hooker.. Evansville. Jasper . .Ta V . ... J. H. Snoddy . Simon K. Bell . Rensselaer. New Mt.Pleasant Vermillion .. Vigo . . . . William L. Little- .. John Royse . Newport. Terre Haute. Jeiferson . George C. Monroe. . Salunda. Wabash . . .. Irwin Stratton . Wabash. Jennings . . John Carnev _ Vernon. W arren . Charles M. Parke . . Poolsville. Johnson . B. F. Kennedy . Trafalgar. Warrick _ C. W. Armstrong. .. Boonville. T^nov W. H. Beeson . Vincennes. Washington . Wayne . A. A. Cravens . Salem. Kosciusko .... William l..MathewB Warsaw. T. C. Smith . Hagerstown La Grange . . . Alfred Bay less . La Grange. Weils . • John H. Ormsby... Lanesville. Lake . T. S. Fancber . Crown Point. White . George Bowman... Monticello. La Porte . James O’Brien . La Porte. Whitley .... Alex. J. Douglass.. Columbia City. IOWA. 107 IOWA. TFrom the biennial report of Hon. A, Abernathy, State-superintendent of public instruction, for 1872 and '■ 1873.] Summary of statistics. 1872. 1873. SCHOOL-FUND. Amount of the permanent school-fund, November 1, 1873 . Amount of interest on the same for 1873 . Number of acres of school-land yet unpatented . Amount of indebtedness to the school -districts in outstanding bonds RECEIPTS AND EXPENDITURES. $3, 294, 742 83 275, 789 42 374, 263 00 1, 147, 673 38 Amount received from district-tax, semi-annual apportionment, and other sources . . Total expenditures for school-purposes . . Increase in two years . . $4, 305, 859 23 4, 065, 667 77 SCHOOL-POPULATION. Number of male persons of school-age, 5 to 21 years Number of females, 5 to 21 years of age . Increase in two years . 244, 890 230, 609 ENROLLMENT AND ATTENDANCE. Number of pupils enrolled in public schools . . 340, 789 Increase in two years . . Percentage of enrollment on total enumeration . . Total average attendance . 214, 905 Decrease in two years . Percentage of attendance upon whole number registered . Percentage of attendance upon enumeration . 4, 519, 689 39 4, 229, 455 54 624, 844 07 2.52, 485 238, 859 29, 862 347, 572 5, 332 .71 204, 204 7, 522 .58 .42 PRIVATE SCHOOLS. Number of private schools . Number of teachers employed in private schools Number of pupils attending private schools . . 78 246 6, 163 121 364 12, 1.32 TEACHERS AND THEIf^ PAY. Number of male teachers employed . Number of female teachers employed . Whole number of teachers employed . Increase in two years . Average compensation of male teachers per month.. Average compensation of female teachers per month 5, 901 9, 320 15, 221 $36 00 28.06 6, 091 10, 193 16, 284 2,187 $36 28 27 68 SCHOOL-PROPERTY. Number of frame school-houses . Number of brick school-houses . Number of stone school-houses . Number of log school-houses . Whole number of school-houses . Increase in two years . Value of school-houses . Increase of value in two years . Value of school-apparatus . Increase in two years . Number of volumes in district-libraries Increase in two years . 7, 122 626 257 248 8, 253 $7. 425, 926 19 11.3, 009 75 11, 633- 7,782 635 259 180 8, 856 1,246 $8, 164, 324 66 1, 391, 308 50 122, 337 60 17,963 17 12, 944 1, 462 SCHOOL-DISTRICTS. Whole number of school-districts. i,717 Increase in two years. 2, 538 932 SCHOOLS. Number of ungraded schools . Increase in two years . . Number of graded schools . . Increase in two years . . Whole number of schools . Increase in two years . . . Average number of months schools have been taught, 8,156 ”’46.3’ 8,’ 559' ’’as’ 8, 397 556 419 130 8,816 689 6.5 108 REPORT OF THE COMMISSIONER OF EDUCATION. SUMMAKY OF STATISTICS— Continued. 1872. 1873. EXAMINATION OF TEACHERS. Number of applicants examined . 15, 119 410 13, 496 2, 779 2, 721 1,111 17, 287 594 15, 264 3, 543 3, 275 1, 710 87 7, 665 11, 969 466 Number receiving professional certificates . Total number of certificates granted . . . . . Number of teachers who have find no previous experience . . . Number who have taught less than one year . . . Number who have attended a normal school . Number employed who hold State-certificates . . . VISITATION OF SCHOOLS. Number of schools visited by county-superintendents . . . 7, 655 10, 572 365 Number of visits made during the year . . . . . . . Number of educational meetings held . . . . EDUCATIONAJL PROGRESS. The foregoing statistics and comparisons exhibit concisely the present condition of the public schools of the State. They indicate a uniform and healthy growth in al¬ most every department during the last two years, the only special exception to this being the marked increase in the number of independent districts, the cause here be¬ ing found in the fact that the school-law of 1872 authorized the formation of inde¬ pendent districts from the subdistricts of a district-township, upon vote of the elect¬ ors, whenever the people of any district may elect. This is substantially a return to the old district-sj^stem. For the purpose of exhibiting the rapid and uniform growth of our school-system for a more extended period, the following table has been prepared, embracing some of the more imxiortant itenjs of school-statistics for the last ten years, from 1863 to 1873 : O c o ^ c:> 2 O 5^ ^ d) ^ P o ^ . bJD a> 't-i m O c3 .Q O . a 9 ■*? Average compen¬ sation of teach¬ ers per month. CO c? 2 o » ® '2 o.g . Years. o CD a ^ CM o o ^ ^ a a p iz: >1 a S o Average nui months sch been taugh Males. j Females. S ‘3 % < Amount pt school -ho grounds, lil and appai'E Amount , pt fuel and otl tiugencies. Total amou pended for purposes. 1863... 6, 237 281, 733 199, 750 111, 185 Mo.Dys. 4 2 $22 00 $15 68 $570, 115 $160, 253 $31, 169 $761, 537 1864... 6, 623 294, 912 210, 569 117, 378 5 5 25 12 17 GO 686, 673 199, 589 46, 123 932, 385 1865... 5, 732 324, 338 217, 593 119, 593 5 5 31 64 22 80 856, 726 297, 453 74, 714 1, 228, 893 1866... 5, 900 348, 498 241, 827 136, 174 5- 4 3-3 60 23 76 1,006, 623 572, 593 158, 739 1, 737, 955 1867... 6, 229 373, 969 257, 281 148, 620 5 6 a5 88 24 64 1, 161, 653 692, 034 185, 910 2, 039, 597 1868... 6, 439 393, 630 279, 007 160, 773 6 8 35 32 25 72 1,330, 823 917, 605 407, 646 2, 656, 074 1869... 6, 788 418, 168 296, 138 178, 329 6 12 36 96 27 16 1, 438, 964 941,884 415, 484 2, 796, 332 1870... 6,919 431, 134 320, 803 202, 246 6 4 35 60 26 80 1, 636, 951 1, 046, 405 504, 583 3, 187, 93'9 1871... 7, 823 460, 629 341,938 211, 568 6 10 36 00 27 80 1,900,893 1, 095, 903 605, 100 3, 601,896 1872... 8, 561 475, 499 340, 789 214, 905 6 10 36 00 28 06 2, 130, 048 1, 212, 723 722, 896 4, 065, 667 1873... 8,816 491, 344 347, 572 204, 204 6 10 36 28 27 68 2, 248, 677 1, 184, 082 796, 696 4, 229, 455 INCREASE OP POPULATION AND PROPERTY. During the period embraced in this table, the total population of the State has in¬ creased from 702,162 to 1,249,418, and the total assessed valuation of property, personal and real, from $167,113,639 to $364,336,580, the per cent, of increase in population being 78, in the valuation of property 118. The number of persons between the ages of 5 and 21 years has advanced from 281,733 to 491,344, an increase of 74 per cent. ; the total enrollment has increased in the same ratio, while the total average attendance has increased 83 per cent. INCREASE OF SCHOOLS. The number of schools'has increased during the same period from 6,237 to 8,816, an increase of 41 per cent. The increase in the number of schools, however, is less than in other items ; the real gain is much greater than would appear from these figures, each room or department cf our 419 graded schools, over which a single teacher presides, being counted as one school. These schools, which are rapidly increasing in number. IOWA. 109 require the services of from two to twenty-five teachers each. While in 1863 the num¬ ber of schools would nearly express the number of teachers required, now the 8,816 schools reported require the continued services of more than ten thousand teachers ; and yet even the increase in the number of schools or of the teachers required does not fully- indicate the growth of the schools, since the increase in these items i's not in the same ratio as in the number of youth and the attendance. In the year 1863 the average attendance per school was 32 ; in 1873, 40. The average number of months during which the schools have been taught has grad¬ ually risen from four months and two days to six months and ten days. TEACHERS AND TEACHERS’ SALARIES. By referring to the general summary, it will be seen that the reported number of teachers employed in 1873 is 16,284, but as the 8,816 ungraded schools require the services of but one teacher each and as the graded schools require less than 1,400 teach¬ ers, the reports show some six thousand more teachers employed than would be actu¬ ally required if all continued to teach during the whole school-term of the year. Teach¬ ers, however, are often employed in two or more districts during the same year, and are thus counted twice in the general summary. Deducting the number of these, there will still probably remain three or four thousand teachers in excess of the number of schools. Owing to the general nature of the industries of the State, a large number of male teachers are necessarily employed otherwise in the summer-season, either in ag¬ ricultural labor or in other occupations, which are pursued chiefly during that season of the year. In this manner, the ungraded school is frequently taught by male and fe¬ male teachers alternately during the same year. Because of the increased attendance, and usually of more advanced pupils and the rigors of our winters, teachers of un¬ graded schools command a higher salary during the winter-term. As stricter dis¬ cipline is required, and as, in rural districts, teachers are liable to greater exposure to the inclemency of the weather, males are employed to a greater extent during this season than females. These facts account in part for the very considerable dilference between the salaries of male and female teachers, the salaries paid to females being nearly equal to those paid to males for similar services during the same season of the year. The average compensation of male teachers per month has advanced during the last decade by an almost uniform law from $22 to $36.28 and of female teachers from $15.68 to $27.68. INCREASED EXPENDITURE FOR TEACHERS’ WAGES. The most remarkable advance, however, is found in the school-expenditures, the an¬ nual amounts paid teachers rising from $570,115 to $2,248,677, an increase of 294 per cent. INCREASED EXPENDITURES FOR SCHOOL-HOUSES. The expenditures for new school-houses and sites, and for libraries and apparatus, have increased from $160,253 to $1,184,082, and those for rent and repairs of school-houses, for fuel, for compensation of district-secretaries and treasurers, and for other incident¬ als, from $31,169 to $796,696, the aggregate annual expenditures rising from $761,537 in 1863 to $4,229,455 in 1873, or 455 per cent. INCREASED EXPENDITURE A MEASURE OP EDUCATIONAL PROGRESS. The significance of these facts is unmistakable. Such munificent expenditures can only be accounted for by the liberality and public spirit of a people who manifest their love of popular education and their faith in the public schools by the annual dedica¬ tion to their support of more than 1 per cent, of their entire taxable property ; this, too, uninterruptedly through a series of years commencing in the midst of a war which taxed their energies and resources to the extreme, and continuing through years of gen¬ eral depression in business ; years of moderate yield of produce, of discouragingly low prices, and even amid the privations of pioneer-life. COST OF SCHOOLS. The total expense of supporting the public schools, exclusive of school-house-build¬ ing, is $2.50 to each man, woman, and child in the State ; $8.82 to each pupil enrolled in the schools ; $12.83 to each head of a family; about $11 to each adult .male, and eight and forty-one one-hundredths mills on the dollar of the taxable property of the State. If the cost of building school-houses be added, the expense is considerably in¬ creased, as will be seen from the foregoing summary. INACCURACY OF STATISTICS. An examination of the column “Number of youth between tlie ages of 5 and 21 years,” in the foregoing table, will reveal either a considerable degree of in¬ accuracy in the general result or a somewhat surprising degree of irregularity in the 110 REPORT OF THE COMMISSIONER OF EDUCATION. amount and percentage of increase from year to year. If secretaries were required to report the name and age of each child, instead of the number of children, it is believed that inaccuracy and deception would be much less likely to occur. It is not the inten¬ tion, however, to convey the impression that these statistics are less reliable in Iowa than elsewhere, or that, such as they are, they are of no value to the legislature or the Y)eople. On the contrary, it is believed that they possess the very highest importance and are indispensable iu enabling the legislature to frame laws to meet the ever-in¬ creasing demand of public education. KECENT CHANGES IN SCHOOL-LAWS. The school-laws of Iowa have remained without radical change since 1858, when the district-township replaced the old indepeudeut-district-system. In 1862, and again in 1873, the law itself was remodeled, but the main features of the system remained un¬ changed ; otherwise only occasional modifications and additions have been made. Dur¬ ing the two sessions of the fourteenth general assembly a large number of minor changes were made and a few of more general importance. The law requiring teachers to pass examination in physiology before receiving cer¬ tificates to teach in the public schools of the State, took effect September 1, 1873, and it is too soon to judge of its general result. Among teachers the change has been re¬ ceived with favor, being regarded as a timely and wise provision, although a limited number only were prepared to teach the subject, a very large proportion being wholly unacquainted with it. It was, therefore, found necessary to give special attention to this branch in the teachers’ and normal institutes held during the year. The most radical change made by the new school-law was the one previously men¬ tioned, authorizing the formation of independent districts from the subdistricts of a district-township upon vote of the electors. The objects sought by the passage of this law were ( 1 ) to obviate the objectional features peculiar to the district-township-sys¬ tem, the princij)al one of which is the representation of territory rather than population, and (2) to give back to the people of each subdistrict the entire management of their own school-interests. These advantages are secured somewhat at the expense of other benefits arising from larger and more uniform districts. In fact, there are very marked advantages and disadvantages inhering in, or necessarily resulting from, each system. In the year and a half during which the law has been iu force, the people of about one district-township in fourteen have elected to form independent districts from the subdistricts of the township. Of the 1,700 district-townships, containing 8,000 sub¬ districts, which were organized when this law took effect, 119 district-townships, con¬ taining 901 subdistricts, were reported September 15, 1873, as having completed the new organization. In 53 of the 99 counties, independent districts have been organized under the law. In Keokuk County the subdistricts of seven townships have become independent, forming fifty-nine independent districts, this being the largest number in any one county. If the new plan proves more desirable or more satisfactory to the people generally than the old, and the best attainable system, it will doubtless soon prevail throughout the State. At least one or the other, or else some substitute for both, will be likely eventually to replace the present complex system, and doubtless ought to do so, for the sake of simplicity and harmony. It would seem to be accord¬ ing to the dictates of good judgment to stop and re-examine the subject carefully in the light of such experience as we now have ; and this appears the more advisable since there has been, and still exists, the greatest diversity of opinion among our people as to the advantages and disadvantages of the two systems. SECONDARY INSTRUCTION. Five high schools and academies iu the State report an aggregate of 30 teachers — 7 male and 23 female — and 814 pupils — 286 male and 528 females— of whom 480 are in English studies, 74 pursue classic, and 93 the modern languages ; 51 are preparing for college, and 16 graduates of the previous year entered college. In all of these schools except one the two sexes are educated together, the exception being the Acad¬ emy of the Immaculate Conception, which is exclusively for ladies, having an attend¬ ance of 235 students. In addition to such schools, eleven of the fourteen colleges for superior instruction have preparatory departments connected with them in which an aggregate of 1,385 students — 850 young men and 535 young women — are pursuing secondary studies. In one, the Norwegian Luther College, at Decorah, it is mentioned that 35 of the 124 stu¬ dents engaged in preparatory studies are preparing for the xirofession of teaching. NORMAL SCHOOLS. Although there exist iu the State various institutions devoted more or less to the preparatory training of teachers for the schools, all of which are said to be exerting a good local influence, the superintendent laments the continued want of normal schools of a high character, established and sustained by legislative aid. At the last session IOWA. Ill of th ' general assembly, it was hoped that this deficiency would be supplied. A com¬ mittee on normal schools was added to the standing committee of each house, and these committees, uniting on a plan, presented a bill to provide for establishing State normal schools, not to exceed four in number. This bill, with some modifications, passed the senate, was sent down to the house, and was there ordered to a third read¬ ing, but on the vote for a final passage received only 47 votes in its favor to 45 against it, lacking 4 votes of the constitutional majority required to make it a law. ^ BUSINESS-COLLEGES. Of these there are seven in Iowa — at Burlington, Clinton, Davenport, Dubuque, Inde¬ pendence, Keokuk, and Mt. Pleasant — with 24 teachers and 1,425 pupils. IOWA STATE -UNIVERSITY. The State University, located at Iowa City, was organized in 1860, as a means of se¬ curing for the youth of Iowa the best education at the lowest cost. Tuition is free, and young men and women are received upon equal terms. The students in the aca¬ demic department are divided as follows : in the freshman-class, 51 — 34 gentlemen and 17 ladies ; in the sophomore-class, 53—39 gentlemen and 14 ladies ; in the junior, 22 — 19 gentlemen and 3 ladies ; in the senior, 20 — 17 gentlemen and 3 ladies. Total number of students in regular course, 146. Besides these, 82 students were pursuing selected studies in the same classes as the others. PRIVATE AND DENOMINATIONAL INSTITUTIONS. The private and denominational institutions are: (1) Burlington University, Bur¬ lington ; Baptist. (2) Norwegian Luther College, Decorah ; Lutheran. Its receipts, $14,500 last year, were in great part from congregations of that faith upon which, in fact, the college relies entirely for support, tuition being free and the only expenses of students $70 a college-year (10 months) for board. (3) Upper Iowa University, Fa¬ yette ; Methodist. (4) Iowa College, at Griunell ; Congregational. (5) Humboldt Col¬ lege, Humboldt ; undenominational ; was first opened for the reception of students in September of 1872. This college stands where ten years ago was only a wild prairie, and, there being no academies or grammar- or Latin-schools in the vicinity, the insti¬ tution has to do the work of such schools in a great measure. (6) Simpson Centen¬ ary College, Indianola ; Methodist ; an outgrowth, as its name indicates, of the Meth¬ odist centennial celebration. (7) Iowa Wesleyan University, Mt. Pleasant; Meth¬ odist-Episcopal'; students, 71 gentlemen and 56 ladies. (8) German College, Mt. Pleasant; Methodist-Episcopal; organized in 1873, and intimately connected wnth the Iowa Wesleyan University. (9) Cornell College, Mount Vernon ; Methodist ; stu¬ dents, 45 gentlemen and 30 ladies. (10) Penn College, Oskaloosa ; Friends ; students, 10 gentlemen and 10 ladies. (11) Central University, Pella; Baptist. (12) Whittier College, Salem ; Friends ; established in 1873, and already has, as students, 82 gentle¬ men and 81 ladies. (13) Tabor College, at Tabor; Congregational; 15 students in the regular collegiate classes and 15 in the ladies’ course. Statistical summary of universities and colleges. of universities and col¬ leges. Burlington University . Central Univert^ty of Iowa Cornell College . German College . Humboldt College . Iowa College . . Iowa State University . Iowa Wesleyan University. Norwegian Luther College . Penn College . Simpson Centenary College Tabor College . Upper Iowa University .... Whittier College . *5 Number of students. 117 250 76 153 93 124 130 166 152 110 163 63 32 75 12 75 42 146 Corporate property, ■ 217, 000 t 10,300 713 27, 322 1,500 Washburn College .... 3 .... 24 6 80, 000 70, 000 31,000 31,000 3, 720 1,500 2, 000 * Ten acres with building at one point and forty acres with main building and a small observatory at another, near Lawrence. t Seventy-two sections of land and $10,300 in bonds. KANSAS ACADEMY OF SCIENCE. A leading object of this society is the prosecution of the State-survey to its final com¬ pletion. Two preliminary reports have been made in the right direction and a large amount of work has been accomplished by difierent members of the society. Most of the leading scientific men of the State are in active co-operation or in hearty sympa¬ thy with the organization. AGRICULTURAL COLLEGE. This institution is located near Manhattan, on a farm containing 415 acres, nearly all under fence and cultivation, the laud affording all the varieties of Kansas soil. The college offers four courses of study, viz : of agriculture, mechanic arts, military science, and literature. The faculty consists of seven gentlemen-professors — including the pre- ideut — and three ladies. The number of students in attendance during the year 1871-72 was 200, of whom 113 were gentlemen and 87 ladies. The graduates for that year were three — two gentlemen and a lady. Arrangements for the industrial education of the lady students are not yet fully com¬ pleted, the lack of suitable buildings preventing the immediate establishment of a kitchen, laboratory, a dairy, photographic gallery, and engraving-room. The literary course, however, provides instruction in book-keeping and commercial law, the sew¬ ing-room furnishes practice upon the more popular sewing-machines and the printing- room in type-setting. BUSINESS-COLLEGES. Two of these, situated at Topeka and Leavenworth, report 3 teachers and 376 pupils. Statistical summary of aprofcssional school. Name of school for pro¬ fessional instruction. Coi'ps of instruction. 1 Endowed professorships. Number of students. Corporate property, &.c. Number of volumes in library. Preparatory. Scientific. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OF SCIENCE. Kansas State Agricul¬ tural College . 15 0 113 107 $457, 807 $76, 888 $185, 469 $23, 000 $8, 000 3, 000 120 REPORT OF THE COMMISSIONER OF EDUCATION. REFORM-SCHOOL. A strong public sentiment has grown up in many sections of the State favoring the establishment of a reform-school for juvenile offenders. The larger towns and cities of the State are infested with a dangerous class of street-boys, already familiar with all forms of iniquity. It often occurs that these youths, mere children in age, are ar¬ rested by officers of the law and sentenced to prison, where they are confined with old and hardened criminals, under whose ready tuition they soon become adepts in crime, and only too anxiously await their release in order to practice their nefarious acquire¬ ments. The fact is recognized that it would be much better and more economic for the State to institute measures for the prevention of crime, by the reformation of juve¬ nile offenders and the industrial education ot these children of poverty and neglect, than to apprehend and bring to justice hardened criminals after years of plunder and villainy. It is not held enough to loosen the hands of these young offenders from vice by reformation ; the aim is to do more : to fasten them to the implements of indus¬ try and honest toil and teach them, amid reformatory influences, how to secure in lawful ways an entirely lawful livelihood. STATE-LIBRARY. From the report of the State-librarian for the year ended December 12, 1872, it ap¬ pears that there were at that date 8,473 volumes in the library, there having been an increase of 1,116 during the year ; of these, 500 were by purchase, 80 by donation, and the remaincler were received in exchange for State-documents, laws, and supreme- court-reports, all the States but one and all but three or four of the Territories re¬ ciprocating. There is an annual appropriation of $200 for the purchase of new books Twenty-eight newspapers and periodicals are received, files of which are preserved. KANSAS INSTITUTION FOR INSTRUCTION OF THE BLIND. The fifth report of this asylum, published iu January, 1873, states that the number of pupils for the year has been 26, and that all are steadily advancing. A year of prev¬ alent sickness has given occasion for special instruction with respect to bathing, diet, ventilation, exercise, and other methods of preserving health, while training in letters, numbers, music, industrial occupations, good manners, and right morals has gone con¬ tinuously on. The leading object of the school is to give the blind youth of the State such a measure and kind of education as may fit them to sustain themselves, if needful, and to be useful, intelligent, moral, and pleasing members of the circles and communi¬ ties into which they may be thrown. Hence a fair measure of general culture is im¬ parted, with a practical knowledge of mechanical employments, music and morals com¬ ing in to supplement and crown the whole. STATE teachers’ ASSOCIATION. The first address at this was from the State-superintendent, Hon. H. D. McCarty, upon “The changes required in the school-law.” His suggestions, essentially the same as those recommended in his report, were discussed by the association and generally ap- jiroved. Prof. J. W. Horner considered the question “ How can the State secure trained teacliers ?” To supply the State with a full quota upon the present plan he asserted would require an annual expeuditure of $75,000. In addition to those now iu opera¬ tion, he therefore advocated the establishment of a subordinate grade of normal schools, with shorter courses of study, adapted to the present wants of a majority of the teach¬ ers, to be jointly supported by the State and the counties. This would assimilate the State-method of training teachers to the system now pursued iu the State of Illinois, which has produced the most encouraging results. Such schools, he asserted, could be carried on at a cost of $1,000 annually, as, being managed by the county-superintend¬ ent, one teacher, assisted by the graduating class, would be sufficient. Prof. Horner’s plan was heartily indorsed by the association. Addresses were delivered on “ The relation of the denominational college to the pub¬ lic schools,” “ The orderly development of the mind,” and “ Culture and civilization.” It was resolved to transfer the editorial and financial management of the Kansas Educational Journal to individual control, said journal remaining the organ of the association. The officers of the association elected for the ensuing year were : president, J. W. H truer, of Chetopa ; vice-presidents, the county-superintendents of the State; record¬ ing secretary, S. B. Lemon, of Independence ; corresponding secretary, S. M. Gaston, of Lawrence; treasurer, Mrs. H. A. Monroe, of Atchison; executive committee, William Wheeler of Ottawa, G. W. Hoss of Emporia, R. H. Jackson of Atchison, Miss Collins of Iowa, and Prof. Frank H. Snow of Lawrence. KANSAS, 121 LIST OF SCHOOL-OFFICIALS IX KANSAS. Hon. H. D. McCarty, State-superintendent of pnhlic instrvction, Topeka. COUNTY-SUPERINTENDENTS. County. Name. S T. McClure . Ellis'" . G-emiwood . . . George H. Martz . . . ...... _ _ _ _ Harvev _ _ _ _ _ F. S. Fatz . Howard . . . . . H. H. Wells . Jackson . R. M. Cook . Jefferson. . . J. R. Earnest . .Jewel 1 . . . T. .T. Patterson . . . . .. .Johnson . . . R. F. McFarland . . . T.abette _ _ _ _ Mary Hlgby . 'Leavenworth . J. P. Bauserman . Lincoln... . . . J. C. Wright . Linn . G. W. Botkin . I, yon _ _ Ch.ailes Cav’eness _ _ _ Marion . Mrs. C. .J. Sharon _ _ _ . Marshall . A Iviniza .Jeffers . . .. . McPherson . Philip Wickersham . Miami . I. J. Banister . . . Mitchell . J ohn D. Mitchell . . . Morris . J. E. Minney . Montgomery . N. Bass . Nemaha _ _ _ .J. D Sammons _ _ _ _ Neosho . S. Winfield . Osage . L. J. Sawyer . . . . Osborne . .T. T. Saxton . . . . Ottawa . A. B. Crosby . Pawnee . H. Booth . . Pottawatamie . Charles T. Shipp . Phillips . A. Hitchcock _ _ _ Reno . Taylor Flick _ _ _ Republic . A. D. Marble . . Rice . Robert D. Stephenson . Riley . J. P. Billings . Rooks . J. M. Park . Russell . H. C. Hibbard . Saline . William Bishop . . . . Sedgwiek . Albert Emerson . . . Sliawnee . D. J. Evans . . . .Sumner . Thomas H. Mason . Smith . Edmund Hall _ _ _ .... Wabaunsee . W. S. McCormick . Washington . G. J. Main . Wilson . William B. Shirley . Woodson . J. L. Gilbert . Wyandotte . W. W. Dickinson . Post-office. lola. Garnett. Atchison. Great Bend. Almena. Osaga. Hiawatha. El Dorado. Safford. Columbus. Wakefield. Concordia. Burlington. Winfield. Girard. Junction City. Abilene. Troy. Lawrence. Hays City. Ellsworth. Ottawa. Eureka. Newton. Peru. Holton. Oskaloosa, Jewell City. Olathe. Oswego. Leavenworth. Cedron. Mound City. Emporia. Marion Center. Irving. Roxbury, Paola. Cawker City. Council Grove. Independence. Seneca. Osage Mission. Burlingame. Corinth. Lindsey. Lamed. Louisville. Phillipsburg. Hutchinson. Belleville. Brookdale. Manhattan. Stockton. Bunker Hill Saliua. Wichita. Topeka. Belle Plain. Cedarville. Wilmington. Washington. Fredonia. Bramlette. Wyandotte, 122 EEPORT OF THE COMMISSIONER OF EDUCATION. KEI^TFCKY. [From report of Hon. H. A. M. Henderson, State-superintendent of public instruction, for the scholas¬ tic j ear ended June 30, lb73.] The following is the estimate for the year ended June 30, 1873 : SCHOOL-FTOD. A statement of moneys ivhich may he expected to he paid into the treasury during the year ended June 30, 1873, subject to the order of the superintendent of public instruction, viz : Amount of revenue, 1872, as per valuation of 1871, at 20 cents . $852, 645 41 Amounts of delinquents relisted with sheriffs . . . 75,000 CO 927,645 41 Less sheriffs’ commissions, &c . $105, 000 00 Paid previous to 1st July, 1872 . 62 36 - 105, 062 36 Total . - . 822, 583 05 From interest on State-school-honds . . . 79,620 00 From Bank of Ashland . 1,000 00 From Bank of Kentucky . 6, 000 00 From Commercial Bank of Kentucky . 7,500 00 From Farmers’ Bank of Kentucky . 8, 500 00 From Farmers’ and Drovers’ Bank.. . . . 900 00 From tax on billiards . . . 2, 000 00 From tax on dogs . 1, 500 00 From Bank of Shelby ville . 950 00 From sheriff’s’ old balances . 20, 000 00 Total . 950, 553 05 Balance in Treasury 1st July, 1872, not transferred . $177, 168 00 Deficit 1st July, 1872 . 150, 295 23 - 26, 872 77 Total . 977,425 82 Deduct estimated amount of unpaid school-drafts for the year 1872, 1st July, 1872 . $15, 000 00 Deduct estimated amount of $822,583.05 to cover balance un¬ collected 1st July, 1873 . 50, 000 00 - 65, 000 00 Total amount of estimated receipts 1st July, 1873 . 912, 425 82 The interest on county-school-bonds is not included in the above estimates. EDUCATIONAL PEOGRESS. The school-year 1872-73 was a year of substantial progress in every department of the common-school-system. With but rare exceptions, the reports of the commissioners and correspondence of the superintendent’s office bear evidence of a great educational revival, pervading almost every section of the State. Through the agency of the Teachers’ Institute, the addresses of the superintendent and of those representative men whom he succeeded in enlisting as advocates of a system of common schools, pub¬ lic attention appears to have been thoroughly arrested. Probably never before did the subject in Kentucky have such vigorous presentation before the people as during the past summer. In addition to a widel^^-diffused canvass, engaged in by the superintend¬ ent, speaking at the great centers of influence and population, such men as Hon. James B. McCreary, Hon. Thomas F. Hargis, Hon. W. C. P. Breckenridge, and General Frank Walford lent their powerful advocacy to the cause by encouraging the teachers and stimulating the timid and skeptical to a more courageous and confident develop¬ ment. Teachers’ institutes were held in almost every county, with large attendance. The increased interest in the common schools is further indicated by the pressing demand for the professional training of instructors. From every quarter there has been a cry for the building of more convenient school-houses, provided with better seats and apparatus than the old ones, and many such have been erected. KENTUCKY. 123 DIMINISHED PRO-RATA DISTRIBUTION. Dtu'ing tlie school-year ended Ju ne 31, 1W3, the to each pupil child was $2.20, while, for the school-year eudiiio; June 30, 1874, it will be hut |L6U. The reasons given for this dinnnutiou are: first, there has been an increase of 10,763 in the number of pupil-children reported, consequently the to each pupil-child must be corre¬ spondingly diminished ; secondly, the annual revenue from the tax of 20 cents on the $100 has fallen short of 1871-72 by $45,307.91 ; thirdly, while there was in that year relisted with the sheriffs the sum of $75,000, due from delinquents the current year, there has been only $30,000 from that source, making a difference of $45,000; fourthly, the auditor in 1871-72 made an overestimate of $150,000, which must be deducted from the revenue of 1872- 73 to liquidate matured school-claims, as provided for by the law ; and, fifthly, the dividends from bank-stocks have been $1,550 less than the x)i'c- ceding year. SUSPENSION OF PAYMENT. By the revenue-laws, sheriffs are not required to pay the taxes into the treasury until the mouth of April, and, by adding 5 per cent., they may even be retained until the latter part of June, while the law requires payments of teachers to be made upon the 10th of January, of April, and of July. Money being worth 10 per cent., (and on short loans a still higher rate of interest,) payment is often delayed ; and, if a specula¬ tion is on hand which promises a handsome return, it is recovered only by annoying and tedious processes of law. The apportionment of the superintendent is made upon a statement furnished him by the auditor of moneys which may be expected to be paid into the treasury during the year. A sad result of the present system, which, while requiring half a million of dollars to be paid out on January 10, gives the offi¬ cers intrusted with its collection until April or June to pay it into the treasury, is the suspension of payments to needy teachers, who, in some cases, have been obliged to sell their claims at a serious discount, in order to obtain present relief. Eather than have any such susjiensiou again occur, the superintendent recommends that the com¬ missioners of the sinking-fund should be authorized by the assembly to borrow the money for a few months, until the taxes can be collected. THE FUTURE. The superintendent says the probabilities are that there will he no further falliug-olf of the receipts, and that in the year 1873-74 no deductions will have to be made from the current revenue of the year in consequence of an overestimate the previous year. This alone, assuming the revenue to remain the same, will enable the superintendent to advance the per-capita to $2. The falling off for 1873 will excite so much dis¬ cussion that the general assembly will have its attention thoroughly directed to the finances, and it is hoped will develop some plan by which the actual valuation of property can be arrived at. The discouragement, therefore, he thinks, is temporary. Kentucky is just beginning to develop its vast mineral resources, and its decline in lauded wealth will soon be more than compensated for by the riches of the mines and forests. Railroads are piercing the hitherto inaccessible fastnesses of its mountains and bringing their hidden stores of wealth into the market. Many who have long lived on barren hills, gathering a scanty subsistence from an unfriendly soil, will soon have the means of plenty ready at their doors. For a half century these honest and hardy mountaineers have roamed their native hills, overgrown with the grandest timber, and with inexhaustible mines of wealth beneath their feet, but with no agencies at com¬ mand to transport the growths of their forests and the crystallizations of their mines to the market. A new day is dawning on them. The sons of these men will become rich ; population will flow into these sparsely-settled districts ; and they will vie with the fertile agricultural counties in all the elements of a solid prosiierity, and in tlieir turn re-enforce the treasury of common schools with funds that shall make every wilder¬ ness of the State rejoice. It is suggested that if more money is needed the jiatrons in each school-district should supply it by subscriptions, and thus tide the bark of education over the shoals, by lifting the gate of a generous private enterprise.* IMPROVEMENT IN PROFESSIONAL QUALIFICATIONS OF TEACHERS. Under the efficient agency of the teachers’ institutes, the qualifications of instructors, as a class, have been substantially improved, and more carefulness in the granting of certificates has been exercised by commissioners and examiners. It is much more dif¬ ficult now than formerly to obtain a certificate to teach in Kentucky. The number of applicants offering and the higher standard established for qualifications constitute two facts contributing to the result. An increased demand for comi)etent teachers * Since the preparation of this abstract, the announcement has been made that, in conseti nonce of the financial troubles in tbe fall, many of tbe public schools have bad to bo closed from lack of funds tor their sui)poit. It is to bo hoped that this will be only temporary. 124 KEPORT OF THE COMMISSIONER OF EDUCATION. and a ’rrillingness to pay them more remunerative wages are operating to turn the at¬ tention of many young ladies and gentlemen to this honorable occupation. The teacher who does not see fit, by industrious study, to quicken his pace, is left behind in the race and is dropped from the roll of aspirants for employment in the schools. Districts that two years ago were willing to employ the poorest teachers, at tho- cheapest rate, are now anxious to engage the services of the best, at an outlay to some extent com- meusurate with the talents employed. GRADED SCHOOLS. Several of the larger towns have either established, or are agitating the question of establishing, graded schools, and in some others there has been a reconstruction of ex¬ isting systems, which will prove of material benefit. SOME CHANGES IN THE SCHOOL-LAW. Disirict-faxation. — This takes the place of the “ rate-feature ” of the old law. The levying of a rate hereafter will be illegal. The will of the people is clearly to be ascer¬ tained at the polls as to whether or not they favor a district-tax in aid of the common school therein. The vote must be taken at the annual election for trustees, on the first Saturday in July. The tax cannot exceed 25 cents in any one year on each $100 worth of taxable property. It can only be used for the following purposes : (1) the purchasing of a site for a district-school-house; (2) the building, repairing, or fur¬ nishing of the district-school-house ; and (3) the better payment of the salary of the teacher or for the extension of the free school for a longer term than five months. Tax for graded schools. — Cities desiring to establish a system of graded schools can, by a vote of the majority, tax their citizens, not exceeding 30 cents in any one year on the $100 worth of taxable property. Board of education. — Formerly, the board consisted of the attorney-general, secretary of state, and superintendent of public instruction. To these have been added two professional educators, who, together with the superintendent, constitute a standing committee to prepare rules, by-laws, and regulations for the government of the com¬ mon schools, and also to recommend a proper course of study and suitable series of text-books to be adopted at discretion by the county-board of examiners. State Teachers’’ Association. — The superintendent may print the proceedings of this in his arnual reports. No provision existed heretofore to publish its minutes. Commissioners. — No change has been made in the qualifications for the office of com¬ missioner, except that “ he shall be competent to examine the teachers who shall apply to teach the schools in the county.” Formerly, a teacher of a common school was ineligible, but this disability has been removed. Teachers’ institutes. — Every teacher must attend or forfeit his certificate, unless satis¬ factory excuse is rendered the commissioner. The commissioner recommends that the law should be so amended that the institutes may be held at the time of year he may deem best in order to secure the largest attendance of teachers. The law prescribes the months of July and August. The teacher attending, if his school is in session, is allowed the time lie is engaged, provided the term be not longer than six days. If the institute is held during any other months of the year, he loses the time from his school- term. Library. — None of the school-revenues derived from general taxation shall ever here¬ after be used to purchase books, maps, or charts for the library. Schoo’-houses. — The new law, although not up to the views presented by the superin¬ tendent, is a vast improvement upon the old one. The proceeds of the tax authorized by article two can be applied to purchasing a site for a school-house, or the building, repairing, or furnishing of one. Before, except in counties where there were special acts, a school-house had to be built by private subscriptions, and but few could be found who regarded it sufficiently their business to canvass the district for the neces¬ sary funds. Before, the trustee had no power to condemn land for a site. This power, in the revised laws, is clearly conferred and the mode of exercising it is plainly set forth. There are now three ways by which a school-honse may be built: (1) by a dis¬ trict-tax, not to exceed 25 cents on the $100 worth of taxable property in any one year; (2) by a vote of the citizens of a district approving a commissioner’s condemnation of an old school-house, and the trustee therein levying a capitation-tax of $2 upon each male in the district over 21 years of age; or (3) by tlie labor of the citizens of a district. The superintendent is required to furnish, upon application, elevations, plans, and specifications of model school-houses, of which he has a number on hand. The advanced legislation of the year having thus provided a way by which local ne¬ cessity and pride can erect a house commensurate with its wants and ambition, the hope is expressed that ere long every village will be adorned with a temple of learn¬ ing, and every neighborhood point the passing stranger, without a blush of shame, to the place where the business of education is carried on. KENTUCKY. 125 FURTHER CHANGES IN THE SCHOOL-LAW. As before stated, there has been embarrassment respecting the payment of teachers under the old law, that law requiring a portion of the payment to be made in January, while the officers intrusted with the collection of the money had until April or June to pay it into the treasury. A circular of the superintendent, dated December 10, IW;!, states that a bill was at that time pending before the State-senate which proposes to relievo the school-system from the embarrassments incident to this lack of harmony between the revenne-laws and the time prescribed for the payment of the teachers. Another circular of the superintendent, dated December 17, 1873, aud addressed to the commissioners of common schools, inclosing a copy of a recent act of the State- legislature, gives the substance of said act as follows : “A school-district containing 50 and more census-children can have for the current school-year a school taught for four months, aud a district containing less than 50 pupils, a school for two aud a half months, if a majority of the trustees agree thereto. The same money will be paid for a four-mouths school as would have been paid for a five-mouths school, aud for a two-aud-one-half-mouths school that would have been paid for a three-mouths school. The trustees and the teacher are the iiarties to deter¬ mine what would be equitable to all parties. Schools taught half out by January 10 will receive 40 per cent, of the amount due the district and the other payments will remain as provided in the new laws, viz : February 15, May 15, aud July 1.” The new school-laws are now operative in every respect except as modified by the special act accompanying the circular, and commissioners will pay the money directly to teachers. IMPORTANCE OF VENTILATION. The average school-rooms are said to be sadly deficient in facilities for supplying the pupils with the proper diet of sweet, unadulterated air. ‘‘ Many a teacher,” says the superintendent, “ goes with birch or ferule among stupid pupils in the vain conceit that he is establishing discipline, when, if he would let in the air of heaven, the demon of drow¬ siness would take swift wing, and he would do for his scholars what leagues of switches cannot do. Sunlight, also a great hygienic agency, not only affords the eye its full supply of natural aliment, but is energetic in dissipating the fever-breeding air that loads the atmosphere of a shaded room. More sunshine is needed. Every school-room should have one or more windows on each of its four sides and every class-room should be open to the outside air, so that it may be easily sunned aud ventilated. The degree and direction of light should be regulated by means of blinds, which should be green, the color most agreeable to the eyes. At recesses and before and after school, the blinds should be opened to admit direct sunlight, the purifying effect of which is indispensa¬ ble to keep the school-room healthy.” EDUCATION OF THE COLORED PEOPLE. The superintendent reiterates the views expressed in previous reports to the effect that education should be comprehensive enough to embrace all the children of the Commonwealth. He says that if the foundation upon which a free government rests be the intelligence and virtue of the people — which is the only proposition that can be argued to a successful couclusion — then, since the negro has become an elector, it is the dictate of duty and of self-interest to consider how he may be trained for intel¬ ligent citizenship. Opposed, like most southerners, to mixing the races in the schools, he thinks that the present school-fund, clearly voted and dedicated for the education of the whites, should not be invaded, but that a new and entirely independent fund aud system should be created for the colored people. The subject is involved in diffi¬ culties, but these only add to the urgency of the need for its consideration by legisla¬ tive wisdom. Meanwhile the education of the colored race progresses, about 1,000 colored children in Louisville alone having the benefit of four good schools, with a large high school, which will be noticed in its place.* *The report, of the committee on colored public schools io Louisville, November 27, 1873, is as follows : “ The eastern, western, and Portland schools were opened in September with 10 teachers, the total enroll¬ ment for the month being 795, with an average daily attendance of 591. On the 8th of October, 1873, the beautiful central school was opened, and at the close of the month the total enrollment for all the schools was 1,347, with an average daily attendance of 1,163, 14 teachers being employed. For the month of November the total enrollment was 1,595, with an average daily attendance of 1,154, and 19 teachers.” LATER OV EDUCATION OF THE COLORED PEOPLE. As this report goes to the press news comes from Kentucky that a bill for the education of the colored popula¬ tion of the State has become a law. This provides for taxing the colored citizens 20 cents on the $100 for a fund which is also to receive a, pro-rata share of interest in whatever the Commonwealth may collect from the United St.ites Government on account of its war-claims. The fund thus formed is, according to the bill, to be appropriated to the furtherance of education for the colored race in schools distinct from those for whites. The superintendent of public instruction is put in charge. The school-commissioners arc charged with all the duties to the colored children that they now perform for whites. Each school for the former is to have a colored trustee, and teachers are to have the same qualitications as are required for white schools, ‘‘subject to such variations as the commissioner of common schools for the county may think proper to suit the demand of any particular district.” 126 REPOKT OF THE COMMISSIONER OF EDUCATION. COMPULSORY ATTENDANCE. The county-commissioners, in numbers surprising to the superintendent, advocate the passage of a law compelling parents and guardians to send their children to school. It would seem logical that, if the State claims the right to tax the childless man to furnish a fund to educate other people’s children, it holds in its hands the correspond¬ ing-right to compel those people to utilize the fund in the improvement of those who, ignorant as well as learned, are the born heirs to all the franchises of citizenship. The State does not establish and maintain a system of i^ublic schools merely to confer a benefit upon an individual or a class, but engages in the work of popular education for her own protection, as a fundamental civil duty, and cannot afford to be indiffer¬ ent as to whether or not her citizens avail themselves of the civic advantages afforded by her munificent patronage of common schools. ABSTRACT OF COUNTY-REPORTS. In Ballard County, a teachers’ institute for a term of six days in June, well attended, and reputed a success. In Bath, the same. In Boyd, a greatly increased interest in education, and several new school-houses built. In Breathitt, most of the school- houses repaired and several new ones built. In Callaway, the institute a splendid success,” a new frame school-house built, and a $5,000 normal institute erected, but much embarrassment experienced from frequent changes of the lines of school-dis¬ tricts. In Campbell, a gradual improvement in the class of teachers, and a teachers’ institute in August, largely attended. In Casey, a teachers’ institute for three days, and attended by 43 teachers, against 25 last year. Poor school-houses much complained of. In Clarke, a great awakening to educational interests evinced in seeking better teachers and a disposition to improve the school-houses. In Clinton, school houses pro¬ gressing finely, some of them completed and furnished with desks and blackboards. In Edmonson the school-attendance small, owing largely to the want of better school- houses, most of these being poor log-structures unfit for school-purposes. In Estill, 2.5 teachers attendant on a teachers’ institute, held for five days ; 24 absent. A better class of teachers than heretofore and a good prospect for a still better set next year. In Garrard, again, a better grade of teachers, but a deficiency in good school-houses ; some utterly unfit for winter-use, though others are ornaments to the neighborhoods in which they lie. In Grant, a large per cent, of the schools log-houses, poorly furnished. In Grac es, several new school-houses built, but the scbool-sessions held mostly in the winter, when the severity of the weather often induces a small attendance. In Gray¬ son the average number of children at school better than formerly, and the past year a success in comparison with previous ones. In Green, considerable interest manifested; schools taught in all the districts, but generally very poor school-houses. In Hardin, the schools are taught, and the quality of teaching improved, but the supply of good teachers not equal to the demand. In Harrison, nearly all the schools con¬ tinued as private or subscription-schools from three to five months after the ses¬ sion of the free schools had been completed ; some new school-houses built, others in process of erection, and several old ones repaired. In Henderson, the average attendance small, “sending to school being the last thing with most people in this county.” In Hopkins, a better grade of teachers and a decided improvement in the schools. In Jackson, difficulties arise from the sparsely-settled condition of the country and the indigence of the people. In Jefferson, the schools so growing in pub¬ lic favor that all the private schools have been absorbed by them. In Kenton, 34 out of 36 districts have had schools taught with general satisfaction to their patrons ; a teachers’ institute, well attended, held for three days in July. In Knox, the schools advancing, the teachers improved, and a growing interest manifested. In Laurel, the same, with comfortable school-houses. In Lawrence, schools gradually improving, better teachers, with advanced compensation, and school-houses a hundred per cent, better than two years ago. In Lee, schools taught in all the districts by a fair class of teachers and with fair progress of pupils ; and, besides ateachers’ institute held for six days with good attendance, a normal course for teachers after the close of the common schools ; a teachers’ association with 28 members formed, to discuss and study the best methods of teaching. In Lincoln, the schools better than in preceding years, the teachers better qualified, and the interest of trustees greater. In Madison, “ the most successful institute ever held in the county,” but teachers too often infe¬ rior and school-houses poor. In Marshall, a two-days institute, in which all seemed greatly interested. In Marion, all the districts taught, half the school-houses finished, and a prospect of having log-structures in most of the districts by November. In Mc¬ Cracken, a five-months school taught in every district except three. In Mercer, a growing and healthy interest in common schools. In Metcalfe some energy manifested in building more and better schools. In Monroe, 53 schools taught during the school- year, all except three with sessions of at least five months, and some little improvement in the school-houses. In Montgomery, a better class of teachers than in any previous year, and ateachers’ institute of three days in August; only five districts without a KENTUCKY. 127 school. Ill Morarjxn, schools taught in every district and the teachers f^enerally inakini>f efforts to qualify thoinselvcs for their liigh calling. In Nicholas,, a normal school opened at Carliisle Soptemher 2, 1673, under Professor Vance. In Ohio, the schools of th.e (ounty generally better than in the [irevious year, and a decided imi)rove- nicnr; in the' ti^ichcrs. In Oldham, about two-lifths of the school-honses good, but the remaining three-iifrhs very deficient. In Owsley, most of the districts have very comfortable school-honses, several others are in progress of erection, and arrange- ineiiTs are consummated tbr a high school at Booneville. In Perry, a school is, taught in each district, amd the school-houses, with few exceptions, are being either rebuilt or repaired. In Pike, all the schools are taught, eighty in number; fifty new school- houses completed and over twenty more to be completed for the fall term. In Pu¬ laski, an improved condition of school-houses; nineteen new ones built and substantial repairs put on about fifty more; an institute of five days, exciting lively interest. In Robertson, there is a want of good school-houses, but the people are taking greater in¬ terest in the cause of education, a better class are offering their services as teachers, and there is an emulation among them as to who shall have the best-conducted school. In Rowan, improvement. In Shelby, schools taught iu all the districts and, in most instances, by well-qualified teachers. In Taylor, the schools improving yearly and the class of teachers now superior to any previously had. In Todd, schools taught in all the districts except two and the school-system growing in favor with the people. In Trigg, the teachers too generally temporary and not promptly paid. In Union, a rich county, out of 3,84.5 children of school-age, only an average of 1,103 attending school. In Warren, schools taught in all the districts except one, where there is no school-house and few children ; schools generally in poor condition. In Wayne, most of the houses in use of very poor character and many rather dilapidated. In Wolfe, increased interest in common schools and prospects decidedly encouraging. SECONDARY INSTRUCTION. Information under this head is less complete than that from the lower grade of pub¬ lic schools. Seventeen high schools and academies report an aggregate of 79 instruct¬ ors and 1,626 pupils, of whom about one-fourth pursue studies in the classics and a considerable number in modern languages. Seven more, in three of which the modern languages are taught, but not the classic, report 79 instructors and 995 pupils, 125 of whom take the modern languages. Ten out of these twenty-four schools give instruc¬ tion in drawing and music and nine others rjive it in music wdthout drawing. LOUISVILLE COLORED HIGH SCHOOL. It is worthy of note that a high-school-building for colored pupils — the first ever erected in the State for that class — was dedicated at Louisville, October 9, 187.1, city- officials and leading citizens being present and participating. The building cost $25,000 and will comfortably accommodate 600 pupils. Tliis new school at the close of 1873 had already crowded into it 900 pupils, with 12 teachers; was thoroughly graded, and governed by the same laws which govern the schools for white children in the city. Its principalis O. M. Waring. It is anticipated that 1874 will witness the erection of one or more other school-buildings for colored youth in Louisville, the city seeming to be aliv^e to the fact that this portion of its population must bo educated. NORMAL SCHOOLS. It is not doubted that the State will finally establish normal schools iu order that districts may be supplied with competent teachers. It is believed that the teachers’ institutes have already done something, and will do much more, to improve the teachers in their calling and to awaken aspiration for (luickeued self-effort, but there are re¬ quired one or more distinctly professional schools in which tuition by expert professors will be free and in which board will be reduced to a minimum. The normal schools at present iu operation, as far as appears, are : one opened at Carlisle, September 2, 1873, which reports 6 instructors and 75 pupils, 3 years iu its course, and .500 volumes in its library; the East Kentucky, Normal School, at Catletts- burg, said to be in a flourishing condition, with 5 instructors and 50 students in a course of 3 to 5 years; and one at Lexington, under the auspices of the American Mis- siouary Association, with 280 pupils, the value of school- pro))erty being .$8,000. Be¬ sides a training-school at Louisville, with 6 instructors and 35 pupils, a training-de¬ partment exists at Frankfort in connection with the iiublic schools of that city, troiu which, at the close of the last session, seven young ladies graduated, three of whom were employed in the schools. In addition to these facilities for normal training, three institutions for higher instruction iu the State report normal departments connected with them. SUPERIOR INSTRUCTION. Of the institutions in the State for higher education, the State University at Lexing¬ ton stands naturally first. Formed by the consolidation of several institutions, this 128 REPORT OF THE COMMISSIONER OF EDUCATION. embraces in its plan seven distinct and yet connected colleges, each of which is again divided into several schools or departments of study, the general interests presided over by a regent and a board of thirty curators, while the immediate government of the biudents in each college is committed to its own special faculty. A student may, if he should choose, be connected with only one out of the various schools and may re- ( eive fit)m the professor in that school a certificate of graduation on his residing for at least one scholastic year at the university and prosecuting to completion the studies of the school. But he can only receive the degree of bachelor of arts on the comple¬ tion of the courses of at least ten schools, including languages, and that of bachelor of science on the completion of those of at least seven, not including languages. On his graduating in all the schools of the law-college, he receives the degree of bachelor of laws, and on similar conditions receives, from the commercial college, the college of the Bible, or the college of medicine, a diploma corresponding with the course taken. A comparatively limited or largely extended culture is thus put within the reach of any one desirous of a special or general education. For the reception of the degree of master of arts he must have been admitted, at least one year previonsly, to the degree of bachelor of arts in this university, and must have passed a satisfactory examino tion in at least three out of five enumerated languages or in two of these and in a course of historic study prescribed by the faculty. The other institutions for superior instruction in the State are indicated in the table, with such particulars as may serve to exhibit their eouditiou. Berta College, the first upon the list, is one of a number established, and to a large extent sustained, in Southern States by the American Missionary Association. Especially designed for the elevation of the colored race, it is open to all others, and, in its higher departments, (for it lias seven, reaching from primary through collegiate,! the numbers of white and colored pupils are nearly equal, while of the whole 247 students it rejiorts nearly two-thirds are colored. Of iO who took i^art in the last commencement-exer¬ cises 5 were colored ; 13 were males and G females ; while the attendant company seated beneath the old oaks of the campus, to the number of 1,200, was ab‘out two-thirds Avhite and one-third colored, the colored people of the Blue-Grass region mingling with white men from the mountains and the wealthy aristocracy of Richmond and Lexing¬ ton, no apjiarent antagonism being awakened by an arrangement so new at the South. There is a normal department, as well as a ladies’ course, in this college, and the insti¬ tution rejoices in the erection of a new ladies’ hall, costing over $50,0U0. At Georgetown College, students preparing for teaching receive instruction free, on condition that after they leave college they shall spend as many years in instructing others as they have themselves been instructed without charge. The Kentu'ekg Military Institute is inserted as having substantially collegiate rank. Statistical summary of universities and colleges. 3 S Number of stu¬ dents. 3 0 s .2 0 X a. ■ 0 0 ft 0 a y j Preparatory. 1 Collegiate. Amount of pr ei ty of corporal 5 0 43 14 $115,000 6 4 28 52 176, 000 11 100 •6 '6 75 ’54’ 250,’ 600 5 122 29 15, 000 *8 0 45 66 '7 28 80 6 ’6’ 17 78 8 10 5 134 84 100, 000 3 62 52 Names of universities and colleges. Corporate property, &c. ^ 3) o g 5) i S) o a gi i « s « o * a g 2 .3 ® o X D-c: ® ? h '' 2 t., a o £ S .a 2 Berea College . . . Bethel College . Cecilian College . Centro College . Concord College . . Eminence College . Georgetown College . Iveuiucky Military Institute.. Kentucky University . St. Mary’s College . Warrendale College . $91, 20, 20, 70, b 50, 80, 75, 100, 8, 15. $24, 000 $19, 000 91, 000 $1,330 5, 460 ^29, OOO 3, 000 1,500 1,000 180, OOC 180, COO 11,000 0 125, 000 0 200, 000 2, 800 ’15,000 7, COO i,’566 200, 000 1,370 3, OCO 20, OCO 800 300 COLLEGES FOR WOMEN. Eleven colleges, exclusively for the education of women, report an aggregate attend¬ ance of 1,013 pupils, 742 of vrhom are in collegiate and 271 in jireparatory studies. In six of these institutions the classification of students is reported as follows; In the fresl 1 man-grade, 130 ; sophomore, 85; junior, 55; and senior, 32. Fifteen are pursuing speciiil and 5 post-graduate-courses. There are 75 professors and instructors, of whom 27 are gentlemen. In all these colleges music and drawing are taught and, in all but KENTUCKY. 129 one, painting also. Frencli forms a part of the course in all, while in all hnt three French and German are both taught and in one Spanish and Italian are added to the other two. Five have chemic laboratories ; four, philosophic cabinets ; tw'o, natural- history-mnseums ; undone has an astronomic observatory. One, only, has a gymna¬ sium ; another reports, “ none except fields, forests, and fences around.” Thi’ee of these institutions only report libraries belonging to them, ranging, in extent, from 500 to 3,000 volumes; one, the Georgetown Female Seminary, uses the library, as well as all other apparatus belonging to the Georgetown College, with which it is connected. In all these the music taught is both instrumental and vocal. Degrees are conferred by the greater portion of them, such as A. B. — or its equivalent — mistress of polite literature, mistress of English literature, or maid of arts. PROFESSIONAL INSTRUCTION. The theologic scIjooIs reporting for 1873-74 are: (1) The Bible College of the Uni¬ versity of Kentucky, belonging to the denomination calling themselves Christians or Disciples. (2) The Danville Theological Seminary, (Presbyterian,) which, for reasons not given, had been for some time suspended, was re-opened in the fall of 1873, its endowment being ample and its income large. (3) The St. Joseph’s Seminary, at Bardstown, (Roman-Catholic,) which gives five years as its length of course, prob¬ ably combining academic witli theologic instruction. (4) The theologic school of Bethel College, the students in which appear to be so combined with the college-classes as to make one body with them. (5) The tV'estern Baptist Theological Institute, which is a branch of the Georgetown College, rooms its students in the college-build¬ ing and has its studies so arranged as to proceed pari passu with the collegiate course. The students in the law-school of the University of Kentucky, the only one reported in the State, have free access to all the privileges of instruction in the other schools. The Louisville Medical College and the medical department of the University of Louisville report, respectively, 350 and 2,129 graduates, the former having been estab¬ lished in 1869, the latter in 1837. The Transylvania Medical College, with a resident faculty of eight professors, commences its course in January, 1874, as the medical de¬ partment of the University of Kentucky, and the matriculates in it will have the x:)riv- ilege of enjoying, without further charge, the benefits of instruction in the classic, scientific, and technic courses of study pursued in the associated colleges of the Uni¬ versity. The Agricultural and Mechanical College of Kentucky forms a part of the univer¬ sity, and has connected with it schools of English language and literature, of mental and moral philosophy, of chemistry, of natural philosophy, of natural history, of civil history, of modern languages, of civil engineering and mining, and of military tactics. A meteorologic observatory has been established during the past year, under the au¬ spices of the Signal-Service of the United States War Department, and in this oppor¬ tunities are afforded for instructions in meteorology and telegrajiby. Each legislative district in the State is entitled to send to the Agricultural College, free of charge for tuition, three properly-prepared students. These must be at least 16 years of age, of good character and industrious habits, and must, upon exami¬ nation, show a fair acquaintance with grammar, tmography, the outlines of history, arithmetic, and algebra. Once admitted to the Cmlege of Agriculture, they may also attend the lectures and instructions given in the classic department of the uuiver- sit^ . The State-scholarships here are 300 ; the graduates since organization, 4. The commercial college of the university, with eight professors, two years in its full course, and an income of $3,417, numbers 148 students. Statistical summary of schools for professional instruction. & 2 Corporate property, &c. 0 X Names of schools for professional in¬ struction. Corps of instruction. u p o 'O & O 'C a Number of students. Amount of proper¬ ty of corporation. Value of grounds, buildings, &c. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year fro-m all other sources Number of volum library. SCHOOLS OF THEOLOGY. Bible College, University of Kentucky. .. 4 88 (7 Danville Theological Seminary . 4 ”4’ 2 $203,000 $24, 000 $189,000 $11,501- $0 7, 5. 0 St. Joseph’s Seminary and College . Theologic school of Bethel College . 8 1 0 14 1,800 20, COO 0 0 8, 000, t 1 8, 000 Western Baptist Theological Institute. . . . 2 00 48,000 * Same as university-library. 9 E 130 REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of schools for professional instruction — Continued. Number of schools for profeBsioual in¬ struction. j Corps of instruction, I Endowed professorships. Number of students. SCHOOL OF LAW. College of Law, Kentucky University . . 3 26 SCHOOLS OF MEDICINE. Louisville Medical College . . 12 217 Medical department, University of Louis¬ ville . . . 15 3 253 Louisville College of Pharmacy . 25 SCHOOL OF SCIENCE. Agricultural College of Kentucky, Ken¬ tucky University . 11 .... (*) Ccrporate property, &c. Amount of proper¬ ty of corporation. Value of grounds, buildings, &,c. Amount of pro¬ ductive funds- Income from pro¬ ductive funds. Receipts for last year from all other sources. Number of volume library. 3, 000 $1,500 $200, 000 $15, 000 4, 000 1,000 $500 $30 ’700 ’ 100 275, 000 165, 000 9, 900 7, 089 120,000 * 67 preparatory ; 181 scientific. 1 Library of university, of which it is a part. BUSINESS-COLLEGES. There are t\YO business-colleges in the State, at Louisville and Lexington, with 9 instructors and 240 students. KENTUCKY PUBLIC LIBEARY. Measures have been taken to establish a free library and museum at Louisville, Kentucky. A large building for the purpose has been purchased at a cost of $200,000. It is 1(58 feet front by 200 feet deep and is four stories high. The library and museum are to be forever open to every citizen of the United States gratuitously. For the purpose of raising funds toward this enterprise, a series of grand gift-con¬ certs was inaugurated. The lottery to be held proposes to distribute, in all, some 12,000 cash-gifts, aggregating $1,500,000 in money. Hon. Thomas E. Bramlette, ex- governor of Kentucky, is advertised as the chief manager of the enterprise. SCHOOL FOR THE BLIND. This school, established by the fegislature for the blind children of the State, affords board and tuition to every child between the ages of 7 and 17 who is so deficient in sight as to be unable to be taught in schools for seeing children, the only condition being that such children be healthy in body and not feeble in mind. The only ex¬ pense is the cost of getting to the school, which is in Louisville. In the case of child¬ ren who are utterly destitute, the State provides clothing. In addition to those branches taught in schools for the seeing, instruction is given in trades that the blind can profitabl}'^ follow. The history of the school gives many instances of blind persons who have maintained themselves honorably and well in, the practice of callings in which they became proficient through the instruction they re¬ ceived at this school. Blind persons who are over the age of 17 can be admitted for the purpose of learning a trade, if they can- furnish suitable evidence as to their character. The legislature last winter unintentionally did harm by denominating this institu¬ tion an asylum — the only school for the blind in the United States that is now so styled. The effort has been made by its board and superintendent from the beginning to" impress the j)ublic that this institution is a school, and not an asylum. INSTITUTION FOR FEEBLE-MINDED CHILDREN. Since the last report of this institution 36 have been admitted, 17 dismissed, and 8 have died. Of the number dismissed all save one had been greatly improved, and able, un¬ der the control of friends to give direction to their labor, to support themselves. The present number of inmates is 95, three-fourths of whom will become, by the training to whit;h they are subjected, self-supporting or self-helpful. Many of them will be KENTUCKY. 131 able to read well and write a legible baud, aud have a just couceptiou of tbeir obliga¬ tions to God and man. The State makes provision to meet the expenses of all the indigent, feeble-minded children received. Those having means are required to clothe tbeir children and pay in money according to their ability, but in no case more than $150. Quite "a number of applications for admission have been rejected for want of room, and it is believed that the number would have been greatly increased but for a preva¬ lent idea that the institution had been converted into an asylum for the insane aud chronic epileptic. This institution was not organized for the custodial care of the helpless aud unimprovable idiot, but for those children classed as feeble-minded : such as cannot be taught to read in the common schools of the State. That this class can be and has been greatly improved by the efforts of those having charge of them is no longer a matter of controversy by those who have at all investigated the subject. INSTITUTION FOR DEAF MUTES. Provision has been made by the^ State for the board and instruction of all its deaf mutes. No charge for board aud t*uition is made and no certiffcate of indigency is nec¬ essary. Every d^af mute in Kentucky will be received who is of proper age — 10 to 30 years — of good character, and in good health. To preserve' health and promote habits of industry, the pupils are employed in man¬ ual labor as far as employment can be found, the boys in gardening aud other kinds of work, aud the girls in sewing and housekeeping, in which they often made great im¬ provement. The payment of $25 a year by pupils from Kentucky covers all contingent expenses, and this amount is rec[uired only of those able to pay it; others are furnished board, tuition, books, and even clothing, free of charge. EDUCATIONAL ASSOCIATION. [From the Kentucky Home and School .Tournah] State Teachers' Association. — This organization met in Winchester, on Monday, August 11, continuing in session four days. The first address was delivered by Dr. Hender¬ son, the State-superintendent, upon the work of the year, which he announced had been such as to contribute to the substantial progress of the system of public schools, and that, out of 5,465 districts reported, schools have been taught in all but 99. Prof. W. S. Giltuer addressed the association in favor of the co-education of the sexes. This subject was afterward discussed and con by several members, a majority of. whom ap[)arently approved the position of the speaker. Others, however, opposed it, chiefly u))on the ground that the course of training suitable for young men could not be ap¬ propriate for young women. Prof. Chase did not want his daughter educated with young men ; he wanted her to be a helpmeet rather than a rival to man, and said, “We need to put in a powerful protest against the agitation for the political rights of women.” Prof. Giltuer, who had tested the plan of co-education in his own school, and found it satisfactory, said it was a mistake to suxipose that the idea of co-education originated with the blue-stockings of the North ; on the contrary, the most gifted men of the age are in favor of it. Various other topics of educational interest were consid¬ ered, as “ Should music be taught in common schools?” “The imx^ortance of natural science as a means of development and school-discipline.” At the close of the session the committee on resolutions reiiorted in favor of making each county teachers’ insti¬ tute co-ox)erative with the State-association ; that the legislature be asked to take/meas- ures to secure a more efficient local suxierintoudency, and to provide by apinoxmation for defraying the actual cost of instruction in the annual county-institutes ; also to so adjust the revenue-laws that there shall be no delay in the payment of salaries of teach¬ ers. Superintendent Henderson, after being comx)liinented very highly upon the zeal and ability with which he has guided the fortunes of the common-school-system, was re-elected iiresident of the association. Teachers' institutes. — It appears that teachers’ institutes were held in thirty counties of the State, resulting largely in the enlightenment of the x^eojile as well as in the im- l^rovement of the teachers. By attendance ux^on the daily exercises and the night-lec¬ tures, communities were aroused to a sense of the importance of having a system of public instruction on an enlarged basis. As no apx)rox')iiation is made by the State for institutc-'work, the teaching was all done by volunteers, one of whom declined simi¬ lar work in Pennsylvania, where liberal x)ayment was offered for it, x>referring to work at home without compensation. The State-suxicrintendent reports this branch of the school- work as now thoroughly organized. A few counties are yet behindhand ; but they cannot help catching the contagion of good examxffefrom their neighbors, and another year will probably suffice to bring th,em to a recognition of the utility of institutes aud an anibitiou to share in the good results attending their efficient conduct. Louisville Educational Association. — The Louisville Educational Association held seven 132 KEPORT OF THE COMMISSIONER OF EDUCATION. monthly meetings last year. The work of the year was thorough and satisfactory. The purely j)rofessional subjects were illustrated by practical exercises or exemplified in essays and prelictions, and, in addition to this work, addresses were given on the following subjects : physiology ; mental science ; corals ; carbonic acid and ventilation ; the dangers, duties, and responsibilities of the teacher ; moral culture ; what teachers should read ; the minor morals ; the law of gravity ; compulsory education ; and neolo¬ gisms. The general average attendance was only about 60, but these were the 60 teachers in the public schools of Louisville who most loved their profession and who ranked highest in intelligence and zeal. ■ OBITUARY. Rev. Silas Totten, D. D., LL. D., formerly professor of mathematics and natural phi¬ losophy in Trinity College, afterward president of the same, then jiresident of Wil¬ liam and Mary College, Virginia, and for many years x)resident of a young ladies’ col¬ lege in Lexington, Kentucky, died at the last xilace, July, 1873, aged seventy-two. LIST OF SCHOOL-OFFICIALS IN KENTUCKY. STATE-BOARD OF EDUCATION. Hon. A. M. Henderson, svperintendent of public instruction and, ex officio, member of the board. Name. Post-office. John Rodman _ ..... _ ..................... _ .......... _ ........... Frankfort, George W. Craddock . . . . Frankfort. Russell McCreary. . . . . . . . . . . . Shelbyville. Louisville. TV A Bartholomew _ _ _ ... _ _ _ _ COUNTY-COMMISSIONERS, County. Name. Adair ■ ............ _ ....... M. H. Rhorer . . Allen ...... _ _ _ .... _ ... John H. Walker . Anderson...... .... ....... _ ...... A. M. Poitwood . . Ballard . I. K. Swain _ _ _ ........... _ Barren _ ......... _ ... _ ...... R. P. Collins. _ ...... .y. . . . Bath ..... . . . . . . Vv^. H. Daugherty . . . B(>11 . W. M Bingham . . . . . .... T»nr>*n p ... . . _ _ _ _ _ H. J. Foster . . . . . ... "Rmirl^nn . . _ _ _ W. H Lockhart . "Rovr] - _ . . - . . .Tacob Rice _ _ _ _ Boyle _ _ _ _ R. H. Caldwell . Bracken .......... _ _ _ A. C. Armstrong . Breathitt _ _ _ _ _ _ George W. Sewell . . . ... _ __ _ _ . Milton Bo,ai’d _ _ _ Bullitt . R. J. Meyler . . . .......... Butler . M. W. Neal . Caldwell ..... . . . . W. C. McGehee . Calloway. . ...... _ _ ..... R. Boggs _ _ _ _ _ _ _ Campbell _ ... _ ........... _ Leo Tibbatts . . . . Carroll . . . . . . . ..... J. A. Donaldson . . Carter. . ........... . . . . Zachariah Tyree . . . Casey _ _ ........ _ ....... _ D. W. Coleman . Christian _ .......... _ ... _ _ G. A. Champlin . . . . . . Clark ...... . . . . Leeland Hathaway . . . Clay . John E. White . . . . Clinton ... . . . . . Thomas V. Stephenson . . Crittenden _ _ _ _ .... Isaac McMurry . Cumberland . '. . . . . William Cheek . T^nviPSsR .. - . . . . David F. Todd . . . Edmonson _ _ W. J. J. Nash . Elliott-- _ _ _ _ D. C. De Hart . Estill . Robert W. Smith _ _ _ ... _ _ _ Fayette ... _ _ _ _ _ _ _ _ B. N. G rehau . . . . . . Fleming _ _ _ .... _ _ _ _ _ W. A. Morrison . . . . . Floyd _ t. . . . . . . Jos. M. Davidson . Vrnnlclin . W. L. Jett . Fulton - . . . R. T. Tyler . Gallatin . . S. B. Turley . Garr.ard _ _ _ John K. West . Grant _ _ _ H. D. Stratton . Gra.ves _ _ _ _ J. M. Cosby . Grayson . . . N. C. Tilford . Green . J. W. Jones . Post-office. Columbia. Scottsville. Lawrenceburg. Blandville. Glasgow. Owingsville. Pineville. Burlington. Paris. Catlettsburg. Parksville. Augusta. Jackson. Hardinsburg. Shepherdsville. Morgantown. Princeton. Murray. Tibbatt’s Cross-Roads. Carrollton, Olive Hill. Middleburg. Hopkinsville. Winchester, Manchester, Albany. Marion. Burksville. Owensboro’. Big Roed?r. Sandy Hook. Irvine. Lexington. Flemingsburg. Prestonburg. Frankfort. Hickman. Glencoe. Lancaster. Williamstown. Mayfield. Litchfield. ^ Greensburg. KENTUCKY. 133 List of school-officials in Kentuclcy — Continued. Greenup ... Hancock ... Harclm . Harlan . Harrison ... Hart . Henderson . Henry . . Hickman ... Hopkins .... Jackson .... Jefferson ... Jessamine .. Johnson - Kenton . Knox . La Rue . Laurel . . Lawrence . . . Lee . . Letcher - Lewis . . Lincoln - Livingston ., Logan . . Louisville . . Lyon . Madison _ Magoffin ... Marion . Marshall _ Martin . Mason . McCracken.. McLean _ Meade . Menifee _ Mercer . . Metcalfe .... Monroe . Montgomery. Morgan . Muhlenburg . Kelson . Nicholas . Ohio . Oldham . Owen . Owsley . Pendleton . . . Perry . Pike . Powell . Pulaski . Robertson ... Rock Castle. Rowan . . Russell . . Scott . Shelby . Simpson ... Spencer . Tavlor . Todd . . Trigg . Trimble . Union . Warren . Washington . Wayne . . Webster .... Wliitley . Wolfe . Woodford ... County. Name. Post-offices. S. H. Wolcott . :. Russell G. Tift . James A. Gaither - D. H. Smith . Jos. F. Lebus . Henry C. Martin . H. H. Farmer . . Samuel Jones . Willis White . George W. Murphey . A. P. Settle . James F. Hobbs . Moreau Brown . H. E. Conley . George W. Carlisle .. John R. Helton . Thomas A. Robertson S. C. Jackson . James R. Dean . John S. Mahan . James E. Sarver . . Jos. A. Sparks . S. S. McRoberts . J. E. Lemen . James H. Bowden .... Oliver Lucas . . James C. Church . J. D. Hamilton . . . Abner B. Salyer . J. D. Belden . W. A. Holland . J. Madison Step . . Emery Whitaker _ William R. Reid . J. W. Bickers . D. Dowden . . Shelby Kash . . C. Terhune . . John W. Compton _ J. Rowan Leslie . . E. E. Garrett . . Thomas J. Henry . Thomas C. Withers . . . J, W. Muir . Isaac M. Chism . W. F. Gregory . W. H. Slater . John C. Strother . H. C. Hogg . Gideon M. Colvin . E. Cornitt . Thomas O. Marrs . J. S. Vivion . . John M. Barnett . C. N. Buckler . Olmsted Adams . C. F. Kash . James M. Lester . H. S. Rhoton . C. J. Hinkle . F. Lee Wilkinson . J. L. Davis . D. G. Mitchell . W. E. Mobley . Robert Crenshaw . Jacob Yeager . John F. Cromwell . Thomas J. Smith . Thomas Mcllvoy . R. Burnett . R. K. Thornberry . M. A. Moore . A. C. Byrd . . James W. Smith . Greenup. Hawesville. Elizabethtown. Harlan Court-House. Cynthiana. Muufordsville. Henderson. Newcastle. Clinton. Madisouville. McKee. Long Run Station. Nicholasville. Paintsville. Independence. Barbourville. Hodgensville. Laurel Bridge. Louisa. Proctor. Wbitesburg. Vanceburg. Stanford. Salem. Russellville. Louisville. Eddyville. Richmond. Salyersville. Lebanon. Benton. Warfield. Maysville. Paducah. Calhoun. Brandenburg. Frenchburg. Harrodsburg. Edmonton. Tompkinsville. Mt. Sterling. West Liberty. Greenville. Bardstown. Carlisle. •Hartford. Beard’s Station. Owenton. Booneville. Morgan Station. Hazard. Piketon. West Bend. Somerset. Mount Olivet. Mount Vernon. Gill’s ]\lills. Jamestown. Georgetown. Shelbyville. Franklin. Taylorsville. Campbellsville. Elkton. Cadiz. Bedford. Morganfield. Bowling Green. Springfield. Mouticello. Poole’s Mill. Whitley Court-House. Hazel Green. Versailles. 134 REPORT OF THE COMMISSIONER OF EDUCATION. I.OUISIANA. [From report of Hon. ‘William G. Brown, State-superintendent of public instruction, for the year ended December 31, 1872.] SCHOOL-POPULATION AND ATTENDANCE. Legal scbool-age . Whole mimber of children of scbool-age. Whole number attending public schools . Whole number attending private schools Average daily attendance of males . Average daily attendance of females _ STATISTICS OF SCHOOL-PROPERTY. Number of school-houses built — log, 47 ; frame 97 ; brick, 18 . 162 Estimated value of school-houses . . . ^683, *260 Estimated value of apparatus . . 10, 512 50 Estimated value of school-furniture . 54,362 50 TEACHERS AND TEACHERS’ PAY. Number of teachers in public schools — male, 427 ; female, 514 Average wages per month of each teacher . FINANCIAL STATEMENT FOR 1872. Ecceipts. Balance on hand . $71,453 19 From parish-treasurers . 8,026 46 From State-apportionments . . 272, 453 88 From corporate authorities . 236, 535 21 From interest on sale of school-lands . 28, 409 97 - $616, 878 71 Expenditures. Previous indebtedness . 40,258 90 For teachers’ wages, $469,553.43; less this amount of indebt¬ edness, $143,160.41 . *326,393 02 For rent of school-houses . 38, 574 01 For repairs . 33, 053 78 For purchase of school-furniture . 4,756 24 For fuel and incidentals . . 68, 483 12 For sohool-apparatus . 909 10 For school-house-sites . 3,951 33 For building school-houses . *. . 14,981 51 - 531,361 01 Balance school-fund on hand . 85, 517 70 PRIMARY INSTRUCTION. There are in the State six school-divisions : In the first division, 98 schools have been in operation, in which 4,234 pupils have been enrolled. This is a slight gain over the number reported the jireced- ing year, aud would be encouraging under any circumstances, but is particularly so when the unfavorable iuflueuces that have tended to paralyze every public enterprise in this State during the past year are taken into account. In the second division, the superintendent’s report exhibits 92 public schools, (a gain of 9 over the number reported last year,) in which 121 teachers have been employed in teaching 6,712 pupils, a gain of 512. The whole number of mouths that schools have been taught is 6444, a gain of 93|^ over last year, which furuishes satisfactory evidence of the permanency of the establishment of the public-school-system in this division. In the third division there is satisfactory evidence that an amount of labor has been performed by the school-hoards that will, when reported in detail, exhibit a material increase, both in the aggregate aud the improved character of the work, over that re¬ ported the previous year. * Total teachers’ wages, $469,553.43; only $326,393.02 paid. $143,160.41 due teachers when report was made. 941 $55 64 6-21 280, 384 30, 729 3,683 13, 230 12, 689 LOUISIANA. 135 In the fourth division, the returns are unsatisfactory, and, with the exception of tlie reports of tbe parishes of De Soto, Natchitoches, Red River, Rapides, Caddo, and Point Conpee, there is no positive information. There are difficnlties to overcome in this division that can only he surmounted hy hard and constant labor. In the fifth division, the meagerness of statistical information relative to the public schools is a source of much annoyance. The several parish- and town-school-boards in this division have, however, regularly drawn the apportionments of the current school- fund, and in general statements from parties residing in the several parishes there is evidence that schools were in operation and largely attended by the children. The sixth division comprises the city of New Orleans. Here, as in the State at large, there is said to be embarrassment in- the proper administration of the schools, from the continued deficiency in the revenue necessary to their support, which has been during the past year more trying to all concerned than ever before. Still, so faithfully are the teachers reported to have performed the duties incumbent on them and so well have the schools been sustained by the community — at least in a very increased attendauceof pupils— that the year has apparently been one of usual prosperity. In view of the adverse circumstances of the year, the result of the worn done has been satisfactory, and better than could have been reasonably anticipated. It is not possible, however, the superintendent says, that these financial embarrass¬ ments should continue and the effect upon the welfare of the schools not be disastrous. The most faithful teachers cannot meet their responsibilities with the spirit and ardor that characterize those, engaged in any department, who receive their salaries regularly and promptly. SCHOOL-HOUSES. Great embarrassment and difficulty are experienced in New Orleans from the want of a sufficient number of suitable school-houses and the need of improved school-furniture and apparatus. More than thirty thousand dollars are annually expended for the rent of very poor buildings, intended for dwelling-houses and in no way suitable for schools. The amount needed for the construction of all the buildings required is very moderate compared with the interests involved, especially when it is remembered that there has been hardly anything expended in this way in the city for many years. TEXT-BOOKS. The resources of the mass of the people having been greatly diminished since the war, there is great difficulty in obtaining the needful means of study, and it would be a relief to many whose children are attending the schools if they could be furnished gratuitously with, the necessary books and stationery, as was formerly the case. NORMAL SCHOOLS. The superintendent of the sixth district reiterates a recommendation made in his previous report as to the necessity of establishing normal and training-schools, there being no comparison between the work of trained professional instructors and those who perform the part of amateurs. Existing normal schools will be found under the head of secondary instruction. LYCEUM OR PUBLIC-SCHOOL-LIBRARY. It is said that the usefulness of this institution is impaired by the want of means To carry it on in a proper manner and by the restrictions of the rules, which prevent it from being in the fullest sense a public library. It needs aid from the State. The city is its main support by its annual appropriation for the salary of the librarian and assistant librarian. But there is no source of revenue to meet the loss of books and keep up the necessary supply of current literature. A law allowing one-twentieth of a mill per dollar on the valuation of the taxable property of the city would produce an annual income sufficient to make the library a credit to the city and State, while the city would probably be willing, if this endowment were secured, to construct an appro¬ priate library-building. BENEFICIARY CADETS. Though a number of candidates have been examined for admission to the State Uni¬ versity as beneficiary cadets, (graduates of the high school who desire to pursue their studies through the university-course on a State-foundation,) not enough have passed to supply the number apportioned to the parish of Orleans. The requirement, latter¬ ly, of $100 per annum in currency from each beneficiary cadet, on account of the depreciation in value of State-warrants, probably interferes with the object proposed in the beneficiary clause of the law and will be likely to interfere with it as long as such requirement shall exist. It is free tuition that makes full schools. The youths that labor eagerly to reach a beneficiary place are apt to be slack in their exertions to obtain one in which a considerable payment must be made. But in the present finan¬ cial embarrassment of both the State and university, the exaction of the hundred dol- 136 REPORT OF THE COMMISSIONER OF EDUCATION. lars from each previously free student is probably unavoidable, as that amount is only representative of the depreciation in the value of the warrant from the State on which the university receives each student.^ THE STATE-WORK. The school-population of Louisiana aggregates 280,384 ; 90,166 of this number reside in the parish of Orleans, and how to educate them is the problem to be solved. The State, having faith in the system of popular education, wiselj^ made provision in her constitution for an educational bureau, and said that the chief officer of this bureau must be elected by the people for a term of years, thereby protecting its interests from the contingency of unfriendly legislation. To induce appreciation of the magnitude of the work to be performed, inquiry is made : First. What will it cost the State to educate one child six months ? Secondly. What will it cost to educate 280,384 children, the whole number in the State? In answering these inquiries, it is taken for granted that the school-house is in each case owned by the parish : hence, that the school-board are not under the necessity of paying rent. It is also assumed that the school-directors have sufficient public spirit to devote labor and time for the benetit of the youth growing up around them and to give their services gratuitously. This assumed, the revenue to be counted on is the first thing to be considered. Respecting this, the following statement is made : REVENUE. “The taxable property of the State is estimated at $251,000,000. The assessment of the two-mill-tax on this valuation gives the schools of the State a gross revenue of $500,000. This is not enough to edm-ate one-half of the children in the parish of Orleans. If the entire school-revenue from all sources in the State, the two-mill-tax, the interest on the sales of the school-lands, the license of the Louisiana State-lottery, the seminary-fund, the poll-tax, and the city -school- tax were given to the school-board of New Orleans, they still would not have means sufficient to maintain the schools needed for her own children.” The question may then be asked : How have the schools in the State been supported the last three years? The answer given is: With the money provided and by using the credit of the State. The teachers euqiloyed, having confidence in the peonle and realizing their needs and demands, accepted the conditions, believing that the legisla¬ ture, to whom was committed the privilege of providing for the support of the schools, would not neglect the interests committed to its care.” The painful issue, however, is that “ teachers are unpaid, the rent-money for build¬ ings used as school-houses has not been provided, and bills for school-books, ap¬ paratus, and fuel remain unsettled.” “ It is not expected,” the superintendent says, “ that the legislature will provide at this time a revenue sufficient to give every child in the Slate educational facilities; yet a revenue sufficient to maintain the schools organized and to establish new ones iiuist be provided, and, therefore, it is recommended that a tax of 5 mills on the taxable property of the State be levied, which will give a gross revenue of $1,255,000. It is further recommended that this and the free-school-fuud arising from the interest on the sale of school-lands, the poll-tax, and all other revenues raised for educational pur¬ poses be paid into the State-treasury and denominated the public-school-fund, to be apportioned to the several cities, towns, and parishes of the Slate, as directed by act eight of 1871, and to bo expended as provided for in the school-law. Such a legisla¬ tive enactment as this will at once lift the public schools of the State out of embarrass¬ ment and establish them on an enduring basis.” SECONDARY INSTRUCTION. The high schools of New Orleans, of which there are three in all, are reported to be in a flourishing condition, and show a larger attendance than at any time since the revolution in the administration of the schools in 1870. They are more and more appreci¬ ated by the community and contribute largely to the high reputation of the public- school-system. The graduation-exercises in them have in some cases been unusually brilliant. In one of the two girls’ high schools, the graduating class of 1871 numbered 46 members; in the same school this class for 1872 consisted of 48 members — the largest number ever graduated at one time since the schools were first established. In the boys’ central high school, also, the largest class for some time, as well as one of tl>e most meritorious, was graduated in 1872. The importance of this grade of schools justifies the superintendent in alluding to them at some length with reference to their future improvement. He thinks there is "The official register of the uuivcrsity for 1872-73 states that “no appropriation having been made by the legislature', the beneficiary cadets were granted an indefinite leave of absence March 8, 1873.” LOUISIANA. 137 no doubt that they may be rendered yet more useful and made to meet in a higher de¬ gree the wishes of the citizens. It is hence suggested that the course of study in these scliools should be made emiueutly practical, that education being best which alfords the best preparation for the duties of life in the sphere in which that life is cast. It is further suggested that an optional course should, as soon as practicable, be arranged in the high schools after a certain advancement in the general course shall have been at¬ tained, and that a new prominence should be given, in connection with the boys’ high school, to agricultural, manufacturing, and mining sciences ; also, that the department of languages in the high schools should comprehend, in addition to the ancient classics and the French language, the German and Spanish tongues. The superintendent goes on to recommend that a proper system of physical training be ingrafted upon the en¬ tire school-system, commencing in the primary schools and terminating in the central boys’ high school, with the preliminary physical training practiced in military schools and gymnasiums of this country and Europe antecedent to “ tactics.” SCHOOLS IN NEW ORLEANS. A special report, received from the boys’ central high school, describes it as the crowning institution of the State’s public-school-system, being chietlvfed by the promo¬ tions from the intermediate classes of the common schools, though receiving a large number of pupils from the private academies. The matriculation exacts a full knowl¬ edge of geography, English grammar, arithmetic, history of the United States, and orthography. The examination is a written one, the answers of the pupils being liber¬ ally marked, in consideration of the trying character to youth of a public examination. The high-school-course of studies embraces a period of four years. Promotions are made annually, immediately following the commencement-exercises in December, when those members of the senior-class who have satisfactorily concluded the prescribed course are awarded deplomas. The present senior-class is composed of 1 1 members, all of whom are expected to graduate. The number of graduates sent forth since the com¬ mencement in April, 1867, is 70 ; number of pupils at present under instruction, (No¬ vember, 1873,) 225; number of imofessors, G. The St. Joseph’s School for Boys, (Catholic,) at New Orleans, organized in 1861, has 450 pupils, with 7 instructors. St. Aloysius Academy, New Orleans, (Catholic,) also for boys, was organized in 1869, and has, with 5 instructors, 140 pupils, all in English studies and modern languages. St. Vincent’s Academy, at Fairfield, under the au¬ spices of the Daughters of the Sacred Heart, was organized in 1868, and has 5 instruc¬ tors, but at present, owing to the late epidemic, only 12 students. NORMAL SCHOOLS. Besides the high schools and numerous academies, out of w^hich come many teachers for the public schools, there appear to be in the State two norm'al schools, with three normal departments belonging to other schools. The only one of these brought fully forward in the State-report is the Union Normal School, at the corner of Camp and Race streets. New Orleans, in which are three in¬ structors, other teachers being employed as the interests of the school require their services. The institution was founded in 1869, under the auspices of the Methodist- Episcopal Church, and its design is to prepare for teaching both young men and women, without distinction as to color, race, or previous condition. The building in which this school is held is said to be a comfortable, two-story wooden structure, capable of accommodating 150 students, with dormitory-room for 20, The method of instruction has at least one element of thoroughness, in that every class passes a written examination at the close of each mouth on the studies of the month and at the close of each term on the studies of the term. There were, at the date of the last report, 100 students in attendance, with fair prospects of increase; and it is proposed by the denomination with which it is connected to make it, with the Thompson Biblical Institute, (a school for the training of colored ministers, held in the same building,) the foundation of a future New Orleans University. A class of 11 is believed to have graduated from this school in 1873. Straight University, New Orleans, an institution in which also distinctions of race and color are ignored, has, too, a -normal department connected with it, with 4 in¬ structors and 14 pupils, 2 of whom graduated in 1873. The agent of the Peabody fund for Louisiana reports also to the National Normal a Peabody normal seminary in New Orleans, with 5 teachers and 120 pupils, of whom 100 are said, in the report of the trustees of the fund, to be graduates of high schools. This is open to pupils from all parts of the State. Then, at Meriden and Jackson, normal departments connected with other schools i appear in the list of schools aided from the Peabody fund. The numbers in these are i not given ; but, from the amount of aid extended, there are supposed to be about 20 in each place. 138 REPORT OF THE COMMISSIONER OF EDUCATION. BUSINESS-COLLEGES. Two such institutions are reported in this State, both in New Orleans, with 15 teach¬ ers and 600 pupils. SUPERIOR INSTRUCTION. This, as supplementary of the education in the common schools, is meant to he af¬ forded by the University of Louisiana, still iu its temporary quarters at Baton Rouge. To it have been sent, as State beneficiary cadets, selected graduates of the high schools from the different portions of the State ; and from it these have received, in common with the other students, an education, classic, scientific, or commercial, as each might choose. The financial troubles of the State and university have lately seriously inter¬ fered with this arrangement, the State- warrants, upon which these students were re- ceiv'ed, and from which their educational expenses were to be defrayed, having greatly depreciated iu their value. So great had this depreciation come to be iu 1872, that the university ^vas driven to give notice of its inability to continue the training of these students, unless at le ist $100 should be paid by each one on his own account or an ap¬ propriation to make up dedcieucies should be granted by the legislature. The greater portion of the beneficiaries not being able to make good the depreciation in the value of their warrants from the State and the legislature not meeting the case by an ap¬ propriation, the State-cadets, as mentioned on a previous page, received in March, 1873, an indefinite leave of absence. The effect of this seemingly necessary action has been to leave the university with an exceedingly small number of college-students, and of course to imperii to some extent the prospect of its receiving aid iu future from the legislature. It retains still, however, its corps of 7 professors and as many assistant professors, with an increasing library, a considerable museum, and other educational facilities of fair extent. Battling manfully with its difficulties, it now bids for an in¬ crease of its student-lists by offering to receive free of tuition-fees for four years any jirepared pupil, on the payment of $100 for the. general purposes of the university — a plan which will save to each patron, if carried out, $220 iu four years, the fees having been heretofore $80 for each year. In its efforts to fight its way through existing trou¬ bles to firm standing upon solid ground, this once flourishing university deserves the sympathy of the friends of education. Other institutions for superior training iu the State are : Centenary College, Jackson ; St. Charles College, Grand Coteau ; St. Mary’s Jefferson College, St. James ; and in New Orleans, the college of the Immaculate Conception, Straight University, and the recently established University of New Orleans. From the college of the Immaculate Conception no returns for 1873 have been received. The most important items in rela¬ tion to the others may be found below. Straight University, chartered 1869, with classic, agricultural, normal, theologic, law, and medical departments, is open to both sexes and all races, and seems to give fair promise of extensive usefulness. Its law-classes for 1873-’74 number 11 ; medical, 4; theologic, 8; collegiate, 9 ; normal and preparatory, 41 ; primary, 70 — total, 143. The more complete organization of these various departments is said to be giving ex¬ cellent results, stimulating emulation and securing method and regularity in study, with hope of promotion and eventual graduation. The University of New Orleans, established in 1873, is at present apparently only an expansion of the Union Normal School and Thompson Biblical Institute, both favorably noticed in the report of the State-superintendent for 1872. Mainly intended for the colored people, though not restricted to them, it reports 4 instructors and 100 pupils in its normal department, and 3 resident professors, with 23 pupils in the theologic, the classic department, if organized, not yet making a return. Leland University, New Orleans, is a new institution just organized under Baptist influences. Franklin College, Opelousas, much decayed, had recently some prospect of resusci¬ tation; but the funds appropriated for that purpose by the legislature were purloined, and at the last accounts had not been recovered. LOUISIANA. 139 Statistical summary of universities and colleges. Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount ef proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. riftTifprinry P.nllp^A 6 0 100 24 $100, 000 $10, 000 5, 000 College of the Immaculate r!onpfiption . . Louisiana State University. Tjphind TTnivppftity 7 6 6 14 4 15 82 58 80 74 11 112 .$138, 782 70, 000 40, 000 55, 700 $138, 000 $138, 000 $8, 280 0 15, 694 8, 000 3, 000 11, 000 200 300 New Orleans University.... St. Charles College . 210 8 28 130 40, 000 Ktrnitrhf. TTiti \rpr*ijity 36, 000 40, 000 2, 500 St. Mary’s Jetferson Col- COLLEGE FOK WOMEN. Only one institution of the above class in this State, the Silliman Female Collegiate Institute, has reported its statistics for the year 1873. The degree conferred, by it is M. E. L., (mistress of English literature.) With 6 professors and instructors — 1 gen¬ tleman and 5 ladies — there are 66 students; 41 in the collegiate and 25 in the prepara¬ tory department. In the freshinan-year were 10 students ; sophomore, 12; junior, 13, and in the senior, 4; 2 were pursuing a special or partial course. Music, both vocal and instrumental, drawing, painting, and French are taught; practical telegraphy is a specialty in the course. The institution has a chemic laboratory, a philosophic cabinet, and a library numbering 250 volumes. Statistical summary of schools for jyrofessional instruction. Names of schools for professional instruction. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OF THEOLOGY. Biblical department of the New Orleans Uni¬ versity _ _ _ _ _ 3 0 23 * SCHOOLS OF LAW. New Orleans Law- School . Law-department, University of Louisiana. .. SCHOOLS OF MEDICINE. Medical department, University of Louisiana. New Orleans Dental College . 4 10 11 39 136 43 t t$l, 000 $200, 000 $0 0 $0 0 $1,600 2, 500 * Property not distinct from that of the univerHity. t Property of the univerBity belongs to the St.ate. I Apparatus. LOUISIANA INSTITUTION FOR THE DEAF AND DUMB. The peculiar complications of political affairs in Louisiana affect even such an insti¬ tution as the above-named. When the new board came into power, in March, 1873, the books of the establishment were withheld L’om them by the old one, the funds 140 REPORT OF THE COMMISSIONER OF EDUCATION. ^vere not accounted for, and a tedious litigation was necessary to secure to the incomers their prerogatives. Amid such difficulties they have lahored'on, and report a generally favorable condition of things in the school, with unusually good health on the part of the pupils. The income for the year has been ^14,202.13, the expenditures $14,183 35, leaving, on the 1st of January, 1874, a cash-balance of $18.75. An indebtedness previously out¬ standing, of $6,485.38, is provided for by an appropriation in State-warrants of $10,000. The board laments the fact that the State University, deprived of its buildings by tire during the war, has still to occupy a portion of the editice intended for the deaf and dumb and blind, as the former class are thus cramped in their accommodations and the last have had to be removed from it, in consequence. The number of pupils in attendance during the year has been 54, of whom 34 have been males and 20 females. The studies appear to have been in the elementary branches ot English, with such training in language as could be given. Printing-office-work has been attended to, and the annual report, the by-laws of the institution, and a bi-weekly newspaper, with considerable other matter, have been worked otf by the inmates, saving the State a considerable outlay and earning $107 cash-proceeds, besides $239 uncollected. The establishment of a shoe-shop and cabinet-sho}) is recommended as a further means of saving and instruction. STATE EDUCATIONAL CONVENTION. The first State educational convention which has occurred in Louisiana since the war commenced on the 23d of May, 1872, and continued three days. It was well attended, accomplished much good, and, considering that it was necessarily the xirecedent and initiative of similar assemblies in the future, was altogether successful. Ex-Governor Hahn presided, and among those who attended were many xirorainent in the school-work of the State as well as in other departments. Able addresses were delivered by the State-superintendent of xmblic education and by a number of gentle¬ men distinguished in the field of letters, interesting discussions on various educational subjects claimed the attention of appreciative audiences, and letters from eminent Xiersouages in various parts of the Union, evincing a hearty and symxiathetic interest in the objects of the convention, were received and read. A very pleasing incident of the occasion was the xu'cseuce of many who had x^i’eviously held aloof from any asso¬ ciation with those activelj^ engaged in the cause of x^ublic education in the State, es- sxiecially on x^nblic occasions of interest to the same cause. The efiect of this gathering vras to strengthen those interested in its success and in the cause with which it was associated, and of which it is a useful agency, in the conviction that obstacles growing out of x>olitical animosities and xuvjudices were disaxix>earing, and that soon the labors of all concerned could be concentrated, without constraint and the consciousness of any popular hostility, upon the duties and subjects axixiertaiuiug to the work of public instruction alone. THE LATEST INFORMATION. The annual message of Governor Kellogg to the legislature, read January 5, 1874, contained this additional information as to the schools of Louisiana : “ THE PUBLIC-SCHOOL-SYSTEM. “There are 250,000 children in the State of an age suitable for education. It is esti¬ mated, at the present cost of the x^ublic schools — $3 per head a month in the city and $2 l)er month in the country — that it would require an annual revenue of $1,500,000 to confer upon all these children the advantages of the public-school-system. The school-reve¬ nues from all sources last year were $700,000. The income which might be derived from the school-lauds is lost for want of supervision. Several funds which should be devoted to the support of the public schools have been imxiroperly diverted. I urge that immediate measures betaken to restore to the school-fund the free-school-bouds alienated by act No. 81 of 1872. Steps should also be taken to recover, if possible, the McDonough fund, which was left as a sacred trust to xiromote the education of the chil¬ dren of the State.* The report of the State-suxieriutendent of education, which is here¬ with transmitted, gives full xiarticulars of the workings of our public-school-system. "THE AGBICULTURAL-COLLEGE-GHANT. “ By act of Congress approved July 22, 1862, the General Government gave to the State of Louisiana 210,000 acres of land-scrip, provided the State aceexited it and ax)- * This fund, oriiriually §3,000,000, left in 1850 to the cities of New Orleans and Baltimore for the estab¬ lishment and maintenance in them of free-schools, winch should include both sexes and exclude no color, was so wasted by litigation that at the final division of it between the cities only §1,500,000 remained to ho divided. The portion of it which fell to New Orleans was said, in a report to the city-council, January 23, 1872, to have diminished to the poor fragment of §23,000 in real estate and §1,074.44 in cash. LOUISIANA. 141 plied the proceeds arising therefrom to the establishment of a college to be devoted to the interests of agriculture and the mechanic arts. The Stare, by act No. 62, (Acts of 1869.) accepted the donation and created a commission to receive the scrip from the United States and dispose of it according to the provisions of the donating act. The scrip was sold and tlie proceeds invested in State-bonds ; as the interest accrued it was collected and vested in other State-bonds, and this course pursued until the beginning of the present year, when the aggregate amount reached $327,000. To this may be added one year’s interest on this amount, which is now due but uncollected. The com¬ mission hoids these bonds subject to the order of the general assembly. This matter must be acted upon during the present session of the legislature, for, should the State fail to apply the fund as directed by Congress prior to July 1, 1874, it will lapse to the United States. It is suggested that this grant might be utilized with great advantage in connection with the existing Louisiana State University at Baton Eouge. That institution is now heavily in debt, and very insufficiently provided with accommodation since the de¬ struction of the university-buildings at Alexandria. CHRISTIAN ROSELIUS. This great lawyer, the admitted master of civil law in the United States, who for so many years held the front rank in his profession at the bar of New Orleans, vras for twenty-three years professor' of civil law in the University of Louisiana. His repute as a teacher was not less than his fame as an advocate. Possessing a re¬ markable vigor of constitution, his death, which occurred September 5, 1873, after an ill¬ ness of two days’ duration, was wholly unexpected and produced a profound impres¬ sion. At a meeting of the bar convened the day after his death a committee was ap¬ pointed to prepare and report resolutions to an adjourned meeting of the bar to be held November 3, when the members of the bar absent upon their usual summer-vaca¬ tion should have returned ; and the distinguished lawyer, J. Ad. Kozier, his contemp¬ orary, was requested to deliver a memorial address, from which is taken the following abstract, giving in brief the history of his xirofessional and political career. Although confessedly a great lawyer, he is best known and loved as a teacher. ADDRESS OF J. AD. ROZIER, ESQ. “ Christian Roselius was engaged in New Orleans during forty-five consecutive years, immediately preceding his death, (on the 5th of September, 1873,) in the uninterrupted and active jmrsuit of the profession of the law, for the half of that long period simul¬ taneously performing the duties of a professor of law in the University of Louisiana. Bereft of all adventitious circumstances, of humble parentage, he rose from poverty and obscurity to an eminent position. ‘‘ So conspicuous a career deserves noted comment. It will serve a double purpose, as a tribute of respect to the memory of the distinguished departed, mingled with grief and interest, and will offer a bright example, by which the jmung especially will derive solace and profit. “His early life. — He was born on the 10th day of August, 1803, in Brunswick, a*State of Germany, .at the distance of a few miles from the free city of Bremen, as well as I can understand, in the town of Thedinghausen. He received a good school-education, but knew only one language, the German, his maternal tongue. At the age of sixteen he left his native land as a passenger on board of the Dutch brig Jupiter, which sailed from the port of Bremen and arrived in that of New Orleans on the 11th of Ju]3q 1820. He was apprenticed for two and a half years as a printer to William Duhuy, publisher of the Louisiana Advertiser, and was afterward employed as a journeyman printer in the office of the Louisiana Courier. * ^ One of his fellow-printers, still a survivor, speciallj^ adds : ‘ But the stripling xirinter was always up bright and early at his task of printing. Industry and good conduct were his characteristics. He successfully^ imi¬ tated the early lives of Franklin and Judge Francois Xavier Martin.’ “Young Roselius and Alexander Dimitry, (the latter the well-known scholar,) after ex¬ changing views as to the calling in life they should adopt, on the 16th day of Decem¬ ber, 1826, entered as law-students the office of Auguste Davesac, who was a prominent practitioner in the criminal-court, and spoken of by his contemporaries as a gentleman of taste, wit, and of some eloquence. He did not rank high as a civilian, but these young students had, at the same time, the benefit of the instructions of Workman, (a name familiar to the bar as a thorough jurist with literary attainments,) who had an adjoining office. “ One of the first books placed in their hands was Cooper’s Justinian, containing an Engli.sh translation. Dimitry had an advantage over his fellow-studen : the could read the original text. To equalize this the latter taught the former Latin. 142 REPORT OF THE COMMISSIONER OF EDUCATION. ‘Mn one year (thefecility of the pupil for the acquisition of the languages was so great) he could read Roman law-authors in the original. “ On the 23d day of June, 1828, he was examined in open court by the supreme court, tlieu composed pf Judges Matthews, Martin, and Porter, and was on that day licensed. Just previous, on the 25th of March, 1828, was adopted that act the repeal of which is termed by Judge Matthews as sweeping in its effects — tremendously sweeping ; and by Etienne Mazureau as Me grand coup de balai.’ Ill fact, in the absence of any legislative enactment, it left to the French, Roman, and Spanish laws that authority which the force of reason alone could command. This in no manner abated the study of the systems of jurisprudence of foreign coun¬ tries; but, inasmuch as our civil code is mainly copied from the Code Napol6ou, modi¬ fied by some portions of Spanish jurisprudence and some local provisions, the French civil laws became au object of close study, to which the deceased devoted all the at¬ tention and perseverance he was capable of. He studied extensively the French com¬ mentators, (keeping up with all the new works.) and constantly cited them. ‘‘ It is to be regretted that the deceased, with his wide range of experience and pro¬ found erudition, did not favor us with an elementary work on our civil code. “ Flis love of the civil law was a passion : the subject of his daily meditation and the favorite topics of his conversations. It is unanimously conceded by the bar and bench, that in the department of the civil law he wmsthe front figure. He would have graced a seat on the lJuited States Supreme Court bench ; would have materially aided, with the large resources he could have made to behr, in inspiring a taste to the profession in the United States for the study of foreign systems of law, and would have exalted the standard of legal culture. Fully appreciating the importance of the French language, he soon acquired it, and in his early career at the bar frequently addressed juries in French. He seldom wrote it, for he was cognizant, owing to its niceties, that there are few in this country, al¬ though having received a liberal education, who can write it in strict conformity with the numerous lules of grammar, and a less number with elegance. In 1869 he visited his native country, where he found only two of his schoolmates survivors. “ His contemporaries say that from the beginning of his professional career he attended to his practice with a vigor and energy seldom ever wdtuessed ; he reached the front rank about 1836 ; from that time he never ceased to have the most lucrative practice, and received very large tecs. Punctuality and probity characterized him. “ Many gratuitous professional services lias he rendered to the widow, the orphan, and to chai Mablo institutions. Members of the bar in his intimacy have an idea of their great extent. Wisely attentive to the means of preservation of health, he rose about daybreak, and when the weather permitted could be seen taking his exercise on a hard-trotting horse. In his habits he was very domestic ; never belonged to a social club, for he avoided any temptation to excess in eaUug and drinking. Besides, ho was economic of his time, careful not to deprive his family of that time which should be allotted to it. In his latter life, running far back, he never darkened the door of a drinking- saloon ; never ate between meals ; cultivated moderation in all things. “As an instance of the attention he paid to minor matters, after being attorney- gent^al, and in the midst of professional engagements, in order to improve a defective calligraphy, he found time to take a course of lessons at Dolbeai‘’s writing-school and succeeded in writing a legible hand. “As professor, during twenty-ihree years he taught the civil law in the University of Louisiana. As a lecturer, most excellent ; could compare favorably with the best pro¬ fessors. In this calling he delighted ; vmry lucid, cogent, and animated; by bis em¬ phatic style commanded the attention of his. hearers. His ])unctuality in the delivery of his course was exemplary ; the students could not depend on the inclemency of the weather or the overflow of the streets in anticipating a relaxation to their labors. In his conversations some little vanity could be detected when referring to his lectures, for there were concentrated his strength, ability, and pleasure. He prepared some written lectures on the civil code for his own use — they are not very extended — the definitions and classifications of the various subjects are strikingly clear and method¬ ic, intending it, as a compendium, to show the actual state of Civil-Lavr-jurisprudeuce in Louisiana. The introductory lecture to this course, published in a law-magazine in Montreal, is worthy of his fame. “ In his law-office were also to be found law-students under his charge. He deserves the public gratitude as an instructor of youth, for the impressions left on them follow them in the legislative halls, in courts, and the busy walks of life. His pupils are numerous, found on the bench and at the bar, two of them occupying seats on the supreme-court bench of this State. It was his delight to meet them all, and the feel¬ ing was warmly reciprocated. He practiced before judges that he had instructed and whose tastes he had formed. His name stands inseparably connected with the law- school'. LOUISIANA. 143 “As attorney-general. He was appointed to tliis office in Fel3rnary, 1841, and served for the term of two years. At the time of his appointment by Gov. A. B. Rowan, he was a member of the honse of representatives. ‘^Political life. — He was a member of the State-convention of 1845, where were to be found so many able men and lawyers who stood in the front rank of their profession. He took part in the debates. In the succeeding convention of 1852 he also had a seat. In 1861 he was a member of what is termed the secession convention, having been elected from his senatorial district by an overwhelming majority. During the can¬ vass he made a vehement speech against secession. He voted against the ordinance of secession, and refused to sign it. He served in 1841 as a member of the house of repre¬ sentatives, only for a month, being apiiointed attorney-general. His heart was not in a political life, but in the profession he adorned. “During the military occupation of the city General Shepley tendered him the office of chief justice, but he declined. Governor Wells sent him a commission for the same office. After ascertaining from General Hurl but that the courts of the State would be held subject to military interference, he did not fancy such an embarrassing or non¬ descript position. In 1864 he was elected to the State-convention, took his seat for a day, and resigned it by reason of an oath that was exacted from its members. “The names of Roselius and Martin will not be soon forgotten, the latter as the type of the Louisiana bench, the former as the Louisiana civilian, both honored sous of their adopted State. From the position of jonrueymen-printers one rose to the chief magis¬ tracy of the State, the other to the attorney-generalship. By laborious and persevering application they improved the gifts of nature, and received the rewards which they richly deserved in enjoying the public confidence, and having their names linked with the jurisprudence of Louisiana, in their respective spheres. They have acted their parts well and have done some service to the State. We remain to honor them and to profit by their example.” H. C. Miller, esq., in his remarks thus referred to his qualities as a teacher : “ The deceased bore another and interesting relation. For years he had devoted himself with unfailing assiduity to the legal education of the young candidates for the bar. Whether in sunshine or in storm, or fresh or weary with professional labor, Christian Roselius was ever at the post of the self-imposed duty of imparting his knowledge to those under his charge. To his classes he was endeared. In their impressions of him there was no alloy resulting from the contact and the asperities of professional controversy. They knew him only as the faithful teacher, actuated by unselfish zeal, an affectionate solicitude for their welfare, and a lofty appreciation of the obligations of his profession. It was fit that those young men should have the opportunity of uniting their tribute with that of the older members of the bar.” The following, referring to his connection with the university as law-professor, is extracted from the preamble and resolutions passed at the meeting of the bar : “ Whereas the deceased merits the tribute of commendation for that love for his pro¬ fession and self-sacrificing zeal which, in spite of the exactions of a large and heavy practice, impelled him to assume the onerous duties of jorofessor of civil law in the IJniversity of Louisiana, the duties of which he discharged for years with unremitting diligence and assiduity, endearing himself to those with whose legal education he was charged, and fully requiting that debt which, it is said, every lawyer owes to his pro¬ fession.” Hon. H. N. Ogden seconded the adoption of the resolutions and paid an eloquent tribute to the memory of the deceased as a teacher : “ It v^^as as a teacher of the sci¬ ence of law that I consider Mr. Roselius peculiarly entitled to the gratitude of all Lou¬ isianians. He wms in every respect a great teacher. His knowledge was consummate. His love for the science kept his knowledge fresh and progressive up to the very last moment of his eventful life. How much the State of Louisiana owes him as a teacher can never be estimated. It was with him a genuine labor of love. Freely he had re¬ ceived ; freely he gave. The influence of his life must be felt in this State so long as the constitutions of the civil law arc preserved and respected among us.” LIST OF SCHOOL-OFFICIxVLS IN LOUISIANA. Hon. William G. Brown, State-superintendent of public education and president of State-board of edu¬ cation, New Orleans. DIVISION-SUPERINTENDENTS AND MEMBERS OF STATE-BOARD OF EDUCATION. Name and division. Post-office. E. S. Hewitt, first division . Amite City. Carrollton. E. S. Stoddard, second divi.sion _ _ _ _ _ _ _ Emerson Bentley, third division . . . Franklin. C. S. Able, fourth division . Shreveport. R. C. Wvlv. fifth division _ _ _ _ _ _ _ J. B. Carter, sixth division _ _ _ _ _ _ _ _ New Orleans. 144 REPORT OF THE COMMISSIONER OF EDUCATION. TIIAIIVE. [From report of Hon. Warren Johnson, State-superintendent of common schools, for the year ended April 1, 1872.*] SCHOOL-FUNDS. Thesourcesof these are: (1) interest on permanent fund derived from sale of public lands, (2) a tax of one-quarter of Iper cent.— semi-annually— on the moneys deposited in savings-banks, (3) a tax of 1 mill per dollar on the appraised value of all property ■within the State, (4) a tax of 80 cents for each inhabitant, (5) proceeds from local funds, and (6) voluntary town- or district-tax. From these sources and from current legislative appropriations, there have come for 1872 the following receipts : From interest of permanent school-fund _ . $18, 778 From savings-banks-tax, payable July 1, 1872 . 57, 335 From school-mill-tax, payable January 1, 1873 . 224,530 From municipal tax for current school-expenses . 717, 719 From local funds . 14, 408 From district or legislative appropriations — For erection of new school-houses . $131,799 For prolongation of schools . 13,164 For school-supervision . . 24, 139 For teachers’ institutes . . . 4, 000 For normal schools . 31, 000 For printing annual report . 3, 500 Salary of superiutendent, $1,800 ; clerk, $1,200 . 3, 000 Other expenses of office . 800 - 211,402 Total receipts . 1,244,172 The aggregate of expenditures for the same period is given only in approximate es¬ timates, the full returns not having come in at the time the report was made. These expenditures appear to be as follows : For erection of new school-houses . $131, 179 For prolongation of schools . 13, 164 For supervision . 24, 139 For fuel, insurance, &c . . . 76, 841 For wages and board of teachers . . . 682, 864 For teachers’ institntes . 4, 000 For normal schools . - 31,000 For office- work and incidentals . 7, 300 Total estimated expenditure . 970, 487 If these estimates should prove to be correct, there would seem to be a probable bal¬ ance of $273,685 available for the school -year of 1872-’73. All such expenditures, however, as may be observed, belong only to the public-school- system of the State, and do not fully represent the amount disbursed for education. Besides these, there is included in the estimates of the superintendent one item of $63,420 for private tuition, with $6,000 for the College of Agriculture and Mechanic Arts, $20,000 for a new normal school at Castine, with other considerable sums for high schools at Frenchville and Fort Kent, for the Maine Central Institute, for a semi¬ nary at Oak Grove, for various academies, and for the schools of the Madawaska terri¬ tory — these last all outflows from the generous bounty of the legislature for the en¬ couragement of educational interests within the State. A more recent report from the agricultural college gives $'22,000 more as donated by the legishiture in 1873 for the sup¬ ply of needful buildings and improvements. Adding together all the items, the superin¬ tendent says : “It is reasonable to assert that the education of our youth costs annu- *For returns for 1872-’73, see statistical tables'I and II. The la-w in Maine requires school-oiScers to make up their returns to April 1 of each year, and transmit these to the State-superintendent by May 1. The returns here given represent mainly the school-year ended April 1, 1872, but are extended by observations of the superintendent to December 1, when his report is presented to the governor and councilors. MAINE. 145 ally, in round numbers, $1,400,000,” Dcductiuo- all extraneous expenses from those which proper!}^ belong to public schools, ho makes the total for each iuhabitaut in 187:2 $1,77 ; for eacli census-scholar. $4.87 ; for each registered scholar, $9.10 ; for average attendance, $11,99. “In round numbers, the annual tuition of the pupil at the public school amounts to $12. Now, the length of summer- and winter-schools together is nearly twenty weeks. The weekly tuition is, therefore, 60 cents, about the usual price of tuition in private schools. But, based on the number registered in public schools, this price would be only 44 cents, one-third less than private tuition. Based on the census-number of youth who have a right to avail themselves of the benefits of the public schools, the rate is only 23 cents, less than half the cost of private tuition.” It is, hence, not the fault of the State, but of parents and guardians of children in the State, if the elements of a good education are not secured from the public schools at an expense far less than from any other source. PEKMANKXT SCHOOL-FUXD. The portion of this fund realized from the sales of the public lands now amounts to only $317,902, yielding an annual interest of $18,778, or $0,083 per census-scholar. This is apportioned", on the 1st of July in each year, by the State-treasurer, the quota of each town being payable to it on its showing that the State- and county-taxes have been paid by its citizens. The lands from which the capital of this fund has been de¬ rived being now largely disposed of, no further considerable addition to it can be looked for from the sale of these. The fountain of supj)ly being thus exhausted, the, super¬ intendent looks around for some new feeder of a fund v/hich is so important to the school-system of the State. He can find none in geiieral or special taxation or in gifts of individuals to a State-school-fuud, and therefore turns to the General Government, hoping that out of its great land-domain some further appropriation may be made to individual States in aid of the system of free schools. APPORTIOXMEXT OF SCHOOL-FUNDS. Fault is found, and with apparent justice, with the mode in which the school-moneys are now apportioned by the State. The State-treasurer is required to distribute these to the several towns according to the whole number of youth in each between the ages of 4 and 21. The rate for 1873 would be about $1.60 for each youth. The town of Mada- waska, with 514 such youths, would receive, under this rule, $822.40 iu all. The town of Farmington, with 1,040, woukl get $1,664. Madawaska, educating about 101 scholars of her 514, would thus have $8.20 for each scholar, while Farmington, educating about 615 of her 1,040, would have only $2.71 for each. The town which does the larger duty iu the way of education of its children receives thus, by law, the minimum of compensation, while that which does, perhaps, the least of all receives the maximum. A remedy for such unintentional discrimination in favor of the worse against the bet¬ ter sort of towns is, therefore, sought, and the superintendent finds it in an arrange¬ ment by which actual attendance on the schools for at least two consecutive weeks, by each scholar, shall be made the basis of anportionment. The moneys designed for edu¬ cational purposes would then be placed where educotional efforts are made ; not going, as now, accordiiigto the number out of school as well as in, but rather according to the number who, by presence in the schools, show their desire for educational advan¬ tages. An amendment of the law to this effect is hence -suggested. SCHOOL-STATISTICS. Whole population of the State, according to census of 1870 . 626, 915 IVhole number of scholars between 4 and 21 . 226,751 Number of these registered iu summer-schools . 118,222 Average attendance in summer-schools . 92,750 Number registered in winter-schools . . 126, 311 Average attendance in winter-schools . . 102, 443 Per cent, of average atiendauce to whole number . .49 Per cent, of average attendance to scholars registered . . 80 Per cent, of average attendance to registry in summer-schools . .78 Percent, of average attendance to registry iu winter-schools . . 81 Average length ot summer-schools, 5^ days per week . 9w. 2d. Average length of winter-schools, 5-^ days per week . 10 w. Average length of schools for the year, 5^ days per week . 19w. 2d. Number of school-districts . . - . 3,861 Number of parts of districts . 310 Number of graded schools . 462 Nurnberof school-houses . : . . . . 3,868 Numlier of school-houses in good condition . 2,279 Number of school-houses built last year . . 121 Cost of these . $131, 799 Estimated value of all school-property . $2,644,264 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION. The uumher of school-houses is somewhat less than last year; the cost of those erected, greater. Out of the whole number of school-houses in the State the superin- teiulent says “ more than one-third are reported ‘ jpoor and when we cousider,” he goes on, ‘‘that the standard of ‘good’ condition is an extremely low one, often embracing simply a building with a tight roof, exterior walls shingled or clapboarded, furniture poor, iight and ventilation worse, ugly walls, patched plastering, no blackboards, no ^ outline-maps, charts, globes, or books of reference, we shall conclude that the ‘good’ school-houses are less in number than the ‘ poor’ ones. Observation corroborates this.” He states, however, that in this respect the people are doing better than heretofore, and that many are doing the best they can. The district-system, in his judgment, stands in tlie wary of better school-houses, as many of the districts have so few inhabitants, and these often so very limited in means that it is difficult to raise the necessary funds for the erection of really creditable buildings. Against this district-system he accord¬ ingly directs his pen, urging an abandonment of it for the town-plan, under which the town divides its money so as to afford equal facilities to all building, repairing, and owning the school-houses, and so controlling the services of the teachers as to afford nearly continuous employment to the better class. He gives some striking instances of the benefits that have resulted in specified towns from the abandonment of the one system for the other and trusts that such action may early become general. TEACHERS AND TEACHERS’ PAY. Number of male teachers employed in summer in the State . 145 Number of male teachers employed in winter . 1,870 Number of female teachers employed in summer . 3, 959 Number of female teachers employed in winter . 2,213 Number of teachers that are graduates of normal schools . 270 Average wages of male teachers per month, excluding board . $33 17 Average wages of female teachers per week, excluding board . 3 60 Average cost of teachers’ board per week . 2 32 To this matter of teachers’ wages the superintendent devotes much attention in his report, showing how jioorly these useful servants of the public are remunerated for labors which, in other spheres of occupation, would command high rates. He shows that, in many instances, even house-servants and factory-hands receive more per week than the trained teacher, wdiile the employment of such, being more continuous, is more gainful at even the same rates. The female teachers especially command his notice, and he makes a really sad showing of their case. Referring to the fact in the tables that the weekly wages of female teachers, exclusive of board, amount to only $3.60, he says : “ Now, if a female teacher instruct both summer and winter, the twenty weeks of the school-year, she will receive, at this rate, the magnificent sum of $72. That is, if a young woman comes into Maine to teach for a living, she will get each year $72 and her board for twenty weeks, and for the remaining thirty-two weeks must pay $74.24, the average teachers’ board being $2.32 j)er week. She will thus, at the end of the year, be in debt $2.24, without paying one cent for culture, clothing, or comfort. In brief, the female teacher in Maine cannot earn her living by teaching.” He gives, subsequently, a table of the monthly rates of teachers’ wmges in the different States, and shows by this that, while in the matter of the pay of male teachers Maine has one companion — Minnesota standing within a few cents of her low rate — in that of the pay of females she is at the lowest point in all the list, the scale falling from Nevada, where the pay is $107 per month, down through Louisiana, $76; California, $62; New Hampshire, $20.71, to Maine, $14.40. With such a rate of compensation, it can be no matter of sur¬ prise that sometimes there are complaints of poor teachers and poor schools. The wonder rather is that so much good service is received where the payment is so inade¬ quate. TOWN- AND CITY SUPERVISION OF SCHOOLS. The total amount paid in the State for supervision of town-schools is reported to be $24,139, which sum is paid for the supervision of 4,101 schools, or, allowing two terms annually, for 8,202 school-terms, or 82,020 weeks of school. This gives $3 for supervision to each term. Some towns, however, pay more than others, Bangor, with 34 school-houses, paying $1,360, and Lewiston, with 30 school-houses, $2,000 ; while Auburn, with 28, pays $500. The rate of compensation for such work is thus, in many cases, considerably below the $3 above mentioned, $2.23 being set as the ordinary rate per term, that secured per day by visitation of two schools daily being the same. But, as the traveling-expenses of the supervisor have to come out of this, it is shown that the current rate for a day’s service in such important wmrk is only 73 cents. How difficult to secure the best and highest supervision at such rates must be at once appa¬ rent. A better pay, with a view to a more effective work, is therefore strongly urged. Another suggestion is, that when a school-inspector has attained skill in his work he should be retained in office, that such skill maybe utilized to the utmost; whereas now too often an annual election rotates experience out and inexperience in. MAINE. 147 COUNTY- OR DISTRICT-SUPERVISION. A return to something like the old system of county-supervision is argued for as almost indispensable to efficient working of the free-school-system. It is held that the oeueral sanction of such a system in a large portion of the States gives an educational suffrage in favor of it which ought to have considerable weight, while its proved effi¬ cacy in stimulating teachers to their duty and aiding them in the right performance of their work unite with abuses that have grown up from the want of it to urge to its re-establishment. The need of some such agency being assumed, the question of the means for making it most thoroughly efficient is discussed, and the conclusion reached that to secure such supervision as is needed at least the former number of men should be employed and at a rate of compensation fully one-half higher than before. If the expense of such an arrangement should be made an objection to it, the superintendent would put into the fund for paying supervisors wl>at is now appropriated for support¬ ing teachers’ institutes, and make it the duty of the supervisors to hold at least one institute of five days in each county, without extra cost to the State. SCHOOLS OF PORTLAND. The estimated school-expenses of this city for the school-year of 1872-73 were, for salaries, ^54,175 ; for ordinary expenses, exclusive of salaries, $17,000 ; for extraordi¬ nary, $2,500— total, $73,675. The whole number of children of school-age (4-21) was 9,646. Of this number, about 70 per cent, were enrolled in some school ; while of the number between 5 and 18 years, 93 per cent, were attending school. The average attendance was 3,904. Out of 1,719 pupils in private schools, the average attendance was 1,352. The public schools embrace one high school, (for girls and boys,) grammar, interme¬ diate, and primary schools. The course of study for each grade and the text-books to be used are prescribed by the superintending school-committee. Drawing was intro¬ duced two years ago, and, though it has been pursued under disadvantages, the bene¬ ficial influence of this training of hand and eye and taste has been apparent. BATH. In this town the system has been adopted of purchasing for the schools the text¬ books to be used and then loaning them to the pupils. By this means a uniformity of text-books is secured without imposing any burden of expense on parents of narrow incomes. The thing has worked so well that it has been adopted in other places and is recommended for general adoption in the State. SECONDARY INSTRUCTION. From 24 private academies and high schools in the State an aggregate is reported of 2,279 pupils — 1,184 boys and 1,095 girls — with 70 teachers, 31 of whom are geutleuien and 39 ladies ; 588 of the students are pursuing English branches, 259 classic, and 113 modern languages ; 72 had graduated the previous year from these schools, of whom 28 were known to have entered college, and 123 are specifically reported as pre¬ paring for college at present. Only two of these schools are exclusively for the edu¬ cation of either sex— one for boys and one for girls — the remainder being for the joint education of both sexes ; 8 are under denominational influences and the remaining 15 “ noil-sectarian.” An important addition to these institutions for secondary instruction in the State is to be made by the opening of an extensive classic and scientific school for boys and girls at Hallowell, in January, 1874, under the auspices of the Congregational confer¬ ence. The old Hallowell Academy is to be used for recitations by the new school, while for the boarding of the pupils two buildings have been erected, one for the boys, to accommodate 40 inmates, the other for the girls, of considerably greater size. The latter is 160 feet in length, wdth two wings of 40 feet in breadth, and contains 76 rooms, arranged in suits of two chambers and one parlor for four pupils, accommo¬ dating thus about 100. As soon as possible, a still larger edifice is to bo erected, in the confidence that it will be required. This school is meant to be to Maine what the Phillips Academies at Exeter and Andover have been to New Hampshire and Massachu¬ setts : an institution for affording thorough training for either the ordinary walks of business or the advanced classes of good colleges. It will serve, at the same time, as a high school for Hallowell. The buildings are on an elevation which commands an ex¬ tensive view up and down the Kennebec, the grounds including eleven acres. STATE HIGH SCHOOLS. In accordance with a recommendation from the State-superintendent, the legisla¬ ture, in the winter of 1872-73, passed an act for the encouragement of free high schools, engaging that where any town or city should make suitable provision for 148 EEPORT OF THE COMMISSIONER OF EDUCATION. such schools, the appropriation made for this purpose should be supplemented, after ten-weeks existence of the schools, by an equal appropriation from the State, pro¬ vided that the amount of this should not exceed $500 annually. Under this act, free high schools have sprung up in every portion of the State, not less than 200 being said to be existent in the autumn of 1873. The advantages of an education superior to to that in the ordinary schools, and approximating that in the better class of old acade¬ mies, have thus been brought within the reach of almost all. The academies have, in many instances, been absorbed by these high schools, and the apprehension is ex¬ pressed by some of these remaining that, if the new' law be sustained, the old acade¬ mies and high schools of the State must needs go down. In that case there will have to be a careful looking after the character of the instruction given in the new schools, lest, in the rapid broadening of the stream, there come a correspondent shallowing. PREPARATORY INSTITUTIONS. Four institutions devoted especially to the xu'cparation of students for college re¬ port an aggregate of 203 in classic and 74 in scientific studies, of whom 59 were in the senior, 74 in the junior, 56 in the third, and 88 in the fourth, or lowest, class. The Auburn high school, with 3 teachers, has 37 jiRpils in its classic and 23 in its scien¬ tific classes ; there is a chemic laboratory, a small philosoxihic cabinet and a^ipa- ratus, and a library numbering 50 volumes. The Nichols Latin School, at Lewiston, with 4 instructors, has 51 students in classic studies and 10 in subordinate classes ; the Franklin Familj^ School, at Topsham, with 4 instructors, has 14 students in classic and 5 in scientific studies ; the library numbers 1,800 volumes ; the Classical Institute, at Waterville, with 5 instructors, has 101 jiRpils in classic and 46 in scientific studies ; there is a library of 50 volumes. NORMAL SCHOOLS. Maine has two normal schools, one at Farmington, the other at Castine, each wdth a carefully-selected principal, supported by corps of earnest assistants.. These schools are said to be doing a valuable service to the xmblic-school-system, by improving the quality of the teaching force. Proof of this and of the public apiireciation of it is given in the fact that the graduates of these schools are eagerly sought for as teachers in the larger towms and cities, as well as in many of the rural districts. Many of these graduates find employment, too, in other States after serving out their stipulated term in the one from w'hich they have received their education, it being found, in every di- recliou, that skilled teachers, even at much higher rates, pay better for their einjiloy- meut in the education of the young than the cheap), unskilled ones, that have been too often heretofore employed. With the Farmington school 772 XRtpils have been connected since its organization in 1864, of -whom 156 have completed the course and received dixtlomas. Of the 175 connected wdth the school in 1872, many had. taught before entering it, and came in to perfect themselves in their profession. In the school at Castine 278 have been borne upon the rolls within the same year, the number of difierent pupils being 180. A large x>roportion of these continued to exercise themselves as teachers during some xiortiou of the year. A model school, taught in connection with this normal school, has given ojpiiortunity for p)ractical train¬ ing of the xmpils. In addition to these two regular normal schools, there are said, by the superintendent, to be normal departments in the Maine Central Seminaiy, and at the Oak Grove Sem¬ inary, Yassalboro’, both under the sux>crvision of the State. In the former a special reiiort for 1873 shows 12 students in the first year of the normal course and 13 in the second year. In the latter, where 46 students in all are reported, the nuumer in the normal course does not appear. In connection with the normal institute at South Paris and the Litchfield Academy, Litchfield, teachers are said to be trained for wn)rk in schools ; but how many are thus trained is not reported, nor is the character of the training for school-w’ork indicated; and the absence of definite returns here, as at Vassalboro’, renders it somewdiat doubtful whether these institutions can p)roperly be reckoned among normal schools. COLLEGE FOR W03>IEN. The only institution exclusively for the higher education of young ladies which has favored the office with its statistics for the year 1873 is the Wesleyan Seminary and Female College, at Redfield. The degrees conferred here are those of artium baccalau- rea and artium magistra. With twelve iirofessors and instructors, 6 of whom wmre gentlemen, there wms an attendance in the collegiate de])artment of 694 students. Music, (both vocal and instrumental,) drawing, painting, French, and German are taught ; there is a chemic laboratory, a philosophic cabinet, a small natural-history- museum, a gymnasium, and a library numbering 1,600 volumes. MAINE. 149 SUPERIOR INSTRUCTION. This for Maine is afforded hy Bowdoin College, Brunswick ; Bates College, Lewis¬ ton ; Colby University, Waterville, and the Maine State College of Agriculture and Mechanic Arts, at Orouo. Bowdoin has reorganized its faculty during the year past, established two new pro¬ fessorships, (of physiology and natural history,) enlarged its scientific curriculnin, aud made provision for post-graduate-instruction and for the appointment to fellowships of such students as graduate with honor in any one of the series of post-graduate- studies. Bates has enlarged its body of instructors, added to its courses theologic instruc¬ tion, aud admits women.* Colby, exchanging a much-respected, aged president for one in the prime of life and usefulness,. takes, under his lead, a new start forward, with some fresh material in its faculty, with a college for women besides that for meu, aud with a fine new building for its cabinet aud laboratory, erected at a cost of |27,0U0. An introductory course in the Waterville Classical Institute affords both to young women and young men a thorough preparation, under the supervision of the University, for the full classic aud scientific course within its halls. The Maine State College, for instruction in agriculture and the mechanic arts, offers, besides its training in these lines, courses in English literature, mental and moral science, mathematics aud physics, chemistry, French and German, civil engineering, natural history, book-keeping, aud commercial forms. Its students receive also such a drill in military tactics as to make it substantially a military academy for the State. The statistics of these several institutions are thus given for the latter part of 1873 : Statistical summary of universities and colleges. Names of university aud colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, &e. Number of volumes in library. Preparatory. € ’3d o Amount of proper¬ ty of corporation. X p, 'O C3 s i to - o Is 15 '5 H , a Amount of endow¬ ment. Amount of pro¬ ductive funds Income from pro¬ ductive funds. ^ O ^ C 32 S p '3 Bates College . 10 6 0 106 $300, 000 $100, 000 $200, 000 $200, 000 $12, 000 $50, 000 4, 500 Bowdoin College . 20 0 0 137 264, 2.52 95, 868 110,000 7, 996 46, 456 35, OOO Colby university . 7 2 0 59 325, 000 125, OOO 200, 000 200,600 14, 000 1,000 10, 500 PROFESSIONAL INSTRUCTION. The institutions for professional training, aiiart from Maine College, are the Medical Schoolof Maine, at Bowdoin College ; the Bangor Theological Seminary, at Bangor, and the theologic school connected with Bates College, at Lewiston. The first, with two years in its lecture-course aud at least one additional year with a regular physician, numbers 11 professors aud lecturers aud 57 students, with 4,000 volumes in its library. The second, a congregational seminary, has 5 professors aud 1 other instructor, with 37 students, aud 15,000 volumes in library. The third. Free Baptist, reports 4 resident professors aud 1 non-resident, 18 students, and a library of 2,000 volumes. * The Eutland (Vermont) Herald announces the gift of §1,000 to Bates College by J udge liediiigton, for the endowment of a scholarship for a female stndeiit through all the successive chrsses perpetually. This is, perhaps, the lirst endowment of a scholarship specihcalb' for the benclit of a woman-student in an_y college not designed for women only. Judge licdiugLon has also bestowed §5,000 on The Eediugton professorship of mental and moral philosophy’ in the same college. 150 EEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of schools for professional instruction. . Corporate property, &c. .S Names of schools for professional instruction. Corps of instruction 1 'p I ^ ! y "2 O a; '-A Amount of i)roi)er- ty of corporation. i. Ill Amount of ])ro- ductive funds. Income from pro¬ ductive funds. 3| = t-i sli Number of volium library. SCHOOLS OF THEOLOGY. Bangor Theological Seminary . 5 4 37 $170, 000 . $50, 000 $170, OOO $10, 009 $1,000 15, 000 2, 000 Theologic school, Bates College _ 5 18 SCHOOL OF MEDICINE. Medical .School of Maiue, Bowdoin Col¬ lege . 11 58 i 20,000 4, 125 4,000 SCHOOLS OF SCIENCE. Maine State College of Agriculture and Mechanic Arts . 11 103 150, 000 124, 000 8,000 22, 000 1, 500 Scientific department of Bowdoin Col¬ lege . . . . . . 78 There appears also in this State one business-college, with 79 students. EDUCATIONAL ASSOCIATIONS AND TEACHERS^ INSTITUTES. The Maiue Educational Association held its sixth annual meeting October 22-24^ 1872, at Bangor. The city generously furnished a place of meeting, while the city superintendent and teachers of the place did all that was iiossible for the comfortable entertainment of their visitors. The subjects discussed were eminently practical in character, such as ‘-The town- versus the district-system,” “ Teaching illustrated by language,” “Educational needs of Maiue,” “ Free text-books for free schools,” “Sys¬ tematic elevation of teaching,” “Free high schools,” “Industrial education,” “A com¬ plete system of public schools,” “Teaching and its compensation,” and “ The princi¬ ples which should inspire the teacher.” The papers presented on these subjects are said to have been all valuable and the discussions to have exhibited a fair compre¬ hension of the vital questions pressing for solution. Renewed request is made for legislative appropriation, to foster an institution so likely to prove beneficial to the cause of education in the State. Efforts were made by the superintendent to form, besides this, county educational associations, composed of the school-officers and teachers of the several counties in the State. Such associations were formed in a few counties with a view to the improve¬ ment of the members in the science of teaching and in the most approved methods of the same, as well as to the promotion of professional unity and the diffusion of educa¬ tional information among the people. Eighteen teachers’ institutes were held during the year ; but, though excellent instruc¬ tors were employed and great satisfaction with their labors was expressed, the results appear to have been less encouraging than in some preceding years. This is attributed (1) to the disheartening influence exerted upon teachers by the low rate at which their services are held and (2) to the want of that active county -superintendency which on previous occasions had prepared the way for full and successful meetings. REPORT OF THE COMMISSIONER OF EDUCATION. 151 IflAKYI^ANO. FFrom reports of State-board of education, Hon. M. A. Newell, president, for the years ended Septera- ^ her 30, 1872-’73.] SCHOOL-POPULATION, 1872- 73. Number of children of school-age, (0-21) — Males . 138,813 Females . 137 , 307 276, 120 The. number under 6 and over 16 is not reported. SCHOOL- ATTENDANCE.^ Number of pupils enrolled in public schools . 130, 324 Average attendance . . . 50, 001 STATISTICS OF SCHOOLS. Number of public schools in the State . 1, 742 Average duration of school in days . . 283 The number of private schools and of pupils in these is not known. TEACHEES AND TEACHERS" PAY. Number of teachers in public schools — Males . 1,079 Females . 1,476 Total . 2, 555 Average salary of teachers per month, for males and females both . $39 86 FINANCIAL STATEMENT.! Receipts. From taxation . $1, 093, 721 42 From interest on permanent fund . 59, 146 32 From other sources . 245,740 17 Total . 1,398,607 91 Expenditures. For sites and buildings . $197,387 10 For salaries of superintendents . 31, 440 00 For salaries of teachers . 889, 476 47 For rent of buildings . 22,751 31 For stationery and school-books . 69, 526 29 For miscellaneous purposes, as fuel, lights, repairs, &c . 143, 485 54 Total . 1,354,066 01 STATISTICS OF BALTIMORE PUBLIC SCHOOLS, Included in these returns are those from the city-schools of Baltimore for 1873, which, separately stated, are as follows : Total population of the city, 302,839; number of children enrolled in schools, 28,329; number of scholars enrolled in schools, 28,329, of whom 14,406 are in primary, 8,756 in grammar, 1,115 in high, and 1,666 in evening-schools. The number in average at¬ tendance is 22,181, of whom 12,164 are iu primary, 7,271 in grammar, 1,007 in high, and 1,177 iu evening-schools. The number of teachers is 624 — males, 81; females, 543 — * The statistics of school-attendance are for the year ended June 30, 1873. 1 Tho financial statement is for the year ended September 30, 1673. 152 MARYLAND. of whom 337 are in primary, 211 in grammar, 32 in high, and 36 in evening-schools. There are 123 schools, of which 70 are primary, 39 grammar, 3 high, and 11 evening. The amount of funds received for school-purposes wa,s $492,111.11, of which $130,851.97 were received from the State-fund, $321,826.01 from taxation, and $39,433.13 from other sources. Latin is taught to 288 XDupils, Greek to 31, German to 121, French to 46, draw¬ ing to 5,763, and vocal music in all the schools, and also in the Baltimore City College. PRIMARY EDUCATION IX THI] STATE. In the last annual report of the board of education it was said at the conclusion of the statistical summarj^ : “ We have shortened the average school-year by about ten days ; we have diminished the teachers’ salaries by about $24,000 ; wo have spent $31,000 less in building, repairing, and furnishing school-houses, and in return we find 2,286 fewer children on the rolls and 2,040 fewer in average daily attendance.” They now say : ‘‘ It is very gratifying to see that this year the shades of the picture are re¬ versed. We have lengthened the school-year, as compared with the last, by sixteen days; we have increased the teachers’ salaries by $14,000 ; we have spent $70,000 more than last year in building and furnishing school-houses, and in return we hud that the enrollment of pupils is increased by 12,198 names and the average daily attendance by 3,727. The total expenditure for schools exceeds the expenditure of last year by $97,083.08, but there has been a decrease in the items of ^ books and stationery,’ ‘ super¬ vision and office-expenses,’ and ^miscellaneous expenses,’ amounting to more than $22,000. With the exception of the appropriation for colored-schools, of which the counties received $40,714.52, this increased expenditure has been provided for by county- taxation, voluntarily imposed, for the proceeds of the State-school-tax and free-school- fund were less than in the xirevious year by nearly $11,000. “ It is true that the greater part of the increase in the number of pupils is due to the opening of schools for colored children ; still there is evidence of progress in the other schools, wffiich show an increased enrollment of 1,009 xmpils. A mere comparison of numbers, however, will fail to indicate the actual advancement which has been made. The popular feeling in favor of public schools is more nearly unanimous and more in¬ tense now than at any other time. Although a greater number of school-houses have been built than in any former year, the demand for more and better houses is still on the incrense. There is more inquiry for experienced and well-qualilied teachers and a greater willingness to pay them adequate salaries. Several new high schools have been established, some academies on the old foundation have been transformed into public high schools, and many large graded schools have assumed such pro[>ortious that we may expect them before long to furnish the foundation for additional high schools. Every effort on the part of school-boards to furnish better accommodations and better teachers has been responded to by the people and has resulted in an increase of pupils and in a higher appreciation of the school-system. We can point to instances where an old school-house was torn down and one twice as large built in its stead, and yet the new house was too small to accommodate the unexpected increase of pupils. It ought to be added that, in the cases referred to, the new school-houses were comple¬ mented by new teachers, at higher salaries. If the policy of providing good houses, good furniture, and highly-qualihed teachers prevailed all over the State, the increased attendance would surprise even the best friends of public education. “ It must be borne in mind that the gratifying; summary which rve have given is taken from the public-school-system as .x, whole, and the inferences drawn from it can¬ not fairly be a|>plied to all parts of the State indiscriminately. While we recognize with gratitude the efforts that have been made in many counties to make the schools worthy in every respect of the patronage of the people, we must acknowledge that there are other counties on which no eulogium can be pronounced, and which, so far from swelling the general tide of prosperity, have contributed only to lower the average level. ‘‘ The average daily attendance does not show an increase proportionate to the in¬ crease in the number of different pupils. This is accounted for i.nrtiy by the pre¬ valence of sickness to an unusual extent, partly by the necessities of labor ; but it is to be feared that there is a large residuum of absenteeism which must be attributefl to other causes : indifference in the i)arents, lifelessness in the schools, and want of energy in the visiting officers. In reference to this last cause, it may be observed that the district-trustees are required by law to visit the schools frequently; but this duty is very seldom performed. The examiner is required by law to visit every school in his county twice a year, and, if there are not more than fifty schools in the county, three times. The aggregate number of official visits paid by the examiners to the schools under their charge is about one thousand short of the number required by the law. What effect one thousand additional visits might have produced upon the at¬ tendance we can only conjecture ; but it is certain that, without constant, searching, conscientious, and judicious superintendence, the schools cannot flourish. Believing that the teacher has it in his power to diminish to a certain extent the irregularity of which we complain, we repeat the recommendation made in a former report, that a MARYLAND. 153 cerfain portion of bis salary sbould depend upon the average daily attendance. Unless some energetic measures are put in operation we are alraid that the irregularity will increase and the teacliers will become reconciled to it as one of the evils that ‘ can’t be cured and must be endured.’ Colored-schools are reported as having been established in all the counties as follows: Allegany, 2 schools, 132 pupils; Anne Arundel, 12 schools, 700 pupils; Baltimore County, 11 schools, 498 pupils; Calvert, 10 schools, 533 pupils; Caroline, 9 schools, 300 pupils; Carroll, 5 schools, 230 pupils; Cecil, 7 schools, 279 pupils; Charles, 15 schools, 925 pupils; Dorchester, 19 schools, 1,184 pupils; Frederick, 14 schools, 751 pupils ; Harford, 14 schools, 582 pupils; Howard, 6 schools, 238 pupils; Kent, 6 schools, 435 pupils; Montgomery, 8 schools, 4G8 pupils; Prince George’s, 9 schools, 409 pupils; Queen Anne’s, 12 schools, 664 pupils; St. Mary’s, 12 schools, 512 pupils; Somerset, 7 schools, 467 pupils; Talbot, 8 schools, 617 i^upils; Washington, 9 schools, 455 pupils; Wicomico, 8 schools, 423 pupils; Worcester, 7 schools, 394 x>upils — total, 210 schools, 11,189 pupils— to which should be added Baltimore City, 15 schools with 2,982 pux^ils, making an aggregate of 225 schools and 14,171 pupils. “ Two difficulties, which it will take time to remove completely, have retarded the operations of these schools: the want of good teachers and the want of suitable build¬ ings. As these obstacles disappear, the number of children attending school will grad¬ ually increase. It is not unreasonable to expect an attendance of nearly 20,000 next year, and for this number a large appropriation will be necessary. In making such a grant it would be well to provide that, it shall be distributed to such counties only as have properly expended the amounts previously received. This suggestion is inade in consequence of several counties having spent much less than their quotas during the year, the unexpended balance amounting to nearly one-fourth of the whole amount received. In some cases the balance has been reserved for build¬ ing school-houses, (it would have been better if houses had actually been Ijuilt withit;) in others no explanation has been offered. It should be mentioned, in this connection, that many counties have spent more than the amount received from the State-treasury, and that, as a general thing, where the white-schools are best managed, there the greatest liberality is shown to the colored-schools. The lack of uniformity that is ob¬ servable in all the school- work of the State is very conspicuous in these colored-schools. The enrollment of colored pupils in this their first year as part of the State-system is 8.6 per cent, of the colored population. But this proportion is very unequally dis¬ tributed. In Dorchester it is nearly 16 per cent, of the population ; in the adjoining county of Somerset it is not 7 per cent. ; in Harford it is 12 per cent., and in Cecil, on the opposite side of the Susquehanna, it is 7 per cent. ; in Frederick it is 10 per cent., and in the adjoining county, Montgomery, it does not quite reach 7 percent. In most instances the annual reports of the colored-schools have been rendered in the same form and have embraced the same particulars as the reports of the white schools. In a few counties, however, the reports have been partial and fragmentary; the number belonging to each school and the daily attendance not being given, these items have been estimated. The limits of possible error in these estimates are very narrow and the general accuracy of the results is not seriously impaired. CHANGES IN THE SCHOOL-LAW. Every successive legislature seems animated by a laudable ambition to improve the school-law. The general assembly of 1872, following the usual practice, repealed the act of 1870, (which had repealed the act of 1868, which, in its turn, had repealed the act of 1865,) but, being animated by a spirit of judicious conservatism, re-enacted it al¬ most word for word. The following are the only alterations or additions : (1) Tlie name of the board of “ State-school-commissioneis” is changed to State- board of education ” and that of district-school-comniissiouers” to ‘GUstrict-school- trustees,” (chapter 1, sections 1 and 3;) but the duties and powers are unaltered. (2) Authority is given to couuty-school-commissioners to take affidavits and administer oaths in all matters pertaining to XHiblic schools, but without fee or re¬ ward.” (3) The words “if possible” are added to the clause (v, 1) by which school-dis¬ trict-trustees are required to keep the schools open ten months in the year. (4) There is added to section 3 of chapter vii : “ In districts where there is a con¬ siderable German population, the board of county-school-commissioners are author¬ ized to cause the German language to be taught, if they shall think proper to do so.” (5) The number of pupils in average attendance, necessary to authorize the em¬ ployment of an assistant teacher, is changed from 45 to 50, (vii, 4.) (6) The section limiting a teacher’s certificate to three years is changed, so as to read thus : “Nor shall such certificate continue in force for more than six months, unless the person receiving the same shall satisfy the examiner of his fitness for gov¬ erning a school and his ability to impart instruction in the various branches taught in the public schools; but, when the examiner shall have satisfied himself upon these 154 EEPORT OF THE COMMISSIONER OF EDUCATION. points, he shall he empowered to issue a certificate, which shall continue in force for three years,” (xi, 2.) EDUCATION OF COLOEED CHILDEEN. (7) Chapter xviii, entitled “Colored population,” is repealed, and the following chapter substituted : Sec. I. It shall be the duty of the board of couuty-school-commissiouers to establish one or more public schools in each election-district for all colored youth between 6 and 20 years of age, to which admission shall be free, and which shallbe kept open as long as the other public schools of the particular county ; provided the average attendance be not less than fifteen scholars. Sec. II. These scholars shall be under the direction of the board of district-school- trustees of the respective school-districts within the limits of which they are estab¬ lished ; they shall be subject to the same laws and furnished instruction in the same branches as the schools for the white children. Sec. III. The comptroller shall apportion the sum appropriated for the support of the colored-schools of the several counties and the city of Baltimore in proportion to their respective colored population between the ages of 5 and 20 years, said apportionment to be made at the time he apportions the levy for the white-schools. Sec. IV. The total amount of taxes paid for school-purposes by the colored people of any county or in the city of Baltimore, together with any donations that may be made for the purpose, shall also be devoted to the maintenance of th.e schools for colored people. ENFOECEMENT OF THE LAW. The board says, in its report of 1871-72 : “ It would not be difiScult to suggest some very desirable amendments ; but probably no amendment would be so efficacious as as vigorous enforcement of the law as it stands. The State-board of education is author¬ ized to enforce the provisions of the school-law; but the State-board has not jiower commensurate Avith its legal authority. All that it can attempt is to call the atten¬ tion of the public and of those concerned to important particulars in which the law has been ignored or violated, in the hope that the proper remedies will be employed.” SCHOOL-STATISTICS. The school-statistics of the State are said to be. still imperfect. The number of children who are attending school in any given terrfi is known, and, where the regis¬ ters are carefully kept, (as they are m most of the schools,) it can generally be told how many days each enrolled scholar was present during the year. ABSENTEEISM. But at present there is no certain way of ascertaining how many children do not go to school at all. Outside of the city of Baltimore, it is thought that the number can¬ not be large, excluding colored children. “ The white population of the counties,” says the report for 1871-’72,“ is 377,703 and the number of enrolled scholars is 77,943, or a little over 20 per cent. The number of enrolled scholars, compared with the entire popula¬ tion, is, in Massachusetts, 18.7 per cent. ; in New Jersey, 18.6 per cent.; and in Con¬ necticut, 20.5 per cent. It is evident, then, that the number of wdiite children in the counties whose names do not appear on the school-register must be comparatively small. In the city of Baltimore, however, Ave can arrive at no definite conclusion on the subject. The population is 267,354 and the enrolled scholars 37,031, or about 14 per cent. We know that there is a very large number of children attending private and denominational schools ; but how large it is and hoAV large is the residuum that never gets Avithin the walls of the school-house, who begin their education in the gut¬ ter and graduate in the penitentiary, we haAre no means even of guessing.” IMPOETANCE OF SCHOOL-CENSUS FOE BALTIMOEE. “ We would earnestly urge upon the city-authorities the importance of taking a school- census, which shall enable us to ascertain the exact facts of the’ case and to form a correct estimate of the magnitude of the problem that lies before us. E\ren if it should turn out to be as serious a business as Ave fear it is, we are not prepared to advocate a ‘ compulsory law,’ though the current of opinion among philosophic educators seems to set in that direction just now. We have not yet done what we could to niake schools attractive, interesting, and useful ; and until that is done we belieA'o that it is not pru¬ dent to use force. We would rather draw than drive; we would rather allure than compel. We do not deny the abstract right of a State to force a certain amount of intellectual food upon an unAvilling stomach ; but we hold that the first duty is to j)ro- MARYLAND. 155 vide good food and to create a healthy, natural appetite, which will render force un¬ necessary. Nevertheless, it is probable that, at least in Baltimore and in some of the other cities and larger towns, some additional legislation is needed to ^provide the ele¬ ments of education for ‘idle, truant, and neglected children.”^ SECONDARY INSTRUCTION. In the report for 1871-72, the board remarks that “ Though the school-law, amid all its changes since 1865, has always contained a chapter authorizing and encouraging the organization of high scliools, there is as yet no high school in connection with the public-school-system in Allegany, Anne Arundel, Baltimore, Calvert, Caroline, Carroll, Cecil, Charles, Frederick, Harford, Howard, Kent, Montgomery, Prince George’s, Queen Anne, St. Mary’s, and Washington Counties. In Dorchester, Talbot, and Worcester, high schools have been in operation for several years ; and it is worthy of notice, in passing, that these three counties report an increased number of scholars in the public schools. In Somerset and Wicomico, arrangements were made, about the close of the year, to change the old academies into new public high schools, which arrangements were subsequently carried into effect. There is a x^i’obability that Baltimore County will have a high school before the date of the next annual report. Howard has taken a step backwards, and, by appropriating the academic fund to common-school-purposes, has declared, in substance, that a high school is either a superffuity or an unattainable luxury.” On this subject the State-board remarks : “ The whole subject of high schools, in connection with State-donations to schools and colleges, deserves the immediate and serious attention of the legislature. We are earnest advocates of liberal appropriations for higher and intermediate education ; but duty compels us to say that the liberality of the State has been and is in many instan¬ ces sadly abused ; and an investigation will show that, if the purpose be to secure the smallest return for the largest expenditure of money, the present system of academic donations is a decided success. ” Statistical summary of academies and inivate schools. Name of institution. Religious de¬ nomination. Instruct¬ ors. Pupils. Courses of study. 1 Number prepar- ' ing for college. 1 Number of gradu- 1 ates last year. Number of vol¬ umes in library. 1 s © 13 S 5 s 'U 0 Brookville Academy, Brookville . 1 21 8 3 10 7 Cambridge Male Academy, Cambridge . 3 1 126 10 12 3 Centerville Academy, Centerville . 2 84 56 17 6 5 Charlotte Hall School, St. Mary’s County . 4 53 42 14 800 College of St. James, College of St. James P.-O. Prot.-Episc’l. 5 40 12 11, 000 Darlington Academy, Darlington . 1 1 25 28 21 4 Elkton Academy, Elkton . . o 2 35 25 20 12 English, Classical, and Mathematical School for Boys, Baltimore . 5 21 13 14 Evandale Home School, Cecil County . Presbyterian- 2 3 15 F. Knapp’s German- American Institute, Baltimore 's' 4 500 200 500 McDonogh’s Institute, Baltimore County . 2 50 70 Melrose School, Baltimore . l^piflr»opnl 2 15 12 55 Millington Academy, Millington . 1 1 58 55 4 Newton’s Academy, Baltimore . 4 60 300 Oxford School for Boys, Baltimore . Episcopal .... 2 25 5 4 9 200 Pembroke School for Boys, Baltimore . 7 75 30 50 6 16 1,000 Richland School for Bovs, Baltimore . 6 55 37 38 10 Stewart Hall Collegiate and Commercial Insti¬ tute, Baltimore . 5 70 15 20 St. Joseph’s Academy. Baltimore . Catholic _ _ 7 140 Upper Marlboro’ Academy, Upper Marlboro’ _ 1 45 8 350 West Nottingham Academy, Colora . 3 50 10 5 4 2 Zion School, Baltimore . - . Lutheran .... 13 '3 535 228’ 145 362 51 400 Friends’ Elementary and High School, Baltimore. Friends . 2 11 147 92 20 38 ’26’ .... 2, 750 SUPERIOR INSTRUCTION. The following account of St. John’s and Washington Colleges appears in the board eport for 1873 : 156 REPORT OF THE COMMISSIONER OF EDUCATION. “ St. John’s College,^ Annapolis, reports 140 students in attendance during the year ended July 31, 1873. This is au increase of 20 over last year and an increase of 2 over the number reported in 1871. Of the whole nuaiber, 68 were in the college proper and 72 in the preparatory department. The number of students entitled to free tuitions is 150 ; the number availing themselves of this jDrivilege, 98. The number of students entitled to and receiving board and tuition, free of expense, is 50, of whom 1 is in the junior class, 4 are in the sophomore, 14 in the freshman, and 31 in the prepara¬ tory. In the fall of 1876 these 50 young men, who have received board and education for four years at the expense of the State, are expected to take their places for two years among our teachers, according to the terms of their contract. The experiment will be Avatched with interest, and in any event it will lead to Amluable results. “Washington College, in Kent County, was attended during the past year by 23 students, of whom 9 received board, tuition, and books free of charge.” The late report of the board of visitors says : ‘ There were five graduates at the last com¬ mencement, all of whom were of good standing. During the recent Amcation the college-buildings have been thoroughly repaired and are now in complete condition for the reception of students.’ The faculty of the college has also been thoroughly reor¬ ganized and a third professor added. The professors are men of experience and abil¬ ity, and the Ausitors think there are substantial indications of renewed prosperity in the future. Under the united efforts of the visitors and faculty, the visitors of the college contideutly hope that their next report will giA^e proof of substantial progress. “ The college of the future. — The munificent bequest of the late Johns Hopkins has placed in the hands of trustees, selected by himself, a property estimated at not less than three millions of dollars, for the purpose of founding a university Avhich is to bear his name. Not Maryland alone, but the whole civilized wTidd, will watch with eager interest every step in the march of CA^ents until the magnificent intentions of the testator shall be carried into effect. With ample means at their command, it will not be difficult for the trustees to raise au architectural pile that shall be a lasting me¬ morial of its founder and a fitting temple for the votaries of learning to worship in. With a yearly income exceeding the revenues of the wealthiest of American colleges of the present day, which makes it entirely independent of x^atronage for its sux^port, it is easy to believe thatdt will attract to its halls as x^rofessors a fair proportion of the experience, the learning, the science, and the x^hilosophy of the country. Untram¬ meled by tradition, unfettered by superstition, unhampered by conditions, Avith all the wisdom of the x^ast for guidance and with all the errors of thex3ast for warning, may we not hope that the Johns Hoxikius University will be conceived in such a sxiirit and be commenced on such a plan as will warrant the expectation that it may one day become the National University of the United States?” Statistical summary of colleges. - Number of stu- fl An t « Corporate property, &c. .9 c £ . s Names of colleges. 1 Corps of instructic o -S ’■a o a W Preparatory. Collegiate. Amount of prop erty of corporatioi Value of grounds buddings, and ap paratus. Amount of endow ment. Amount of produc live funds. Income from pro ductive funds. 1 Receipts for las year from all othei sources. Number of volu library. T’rederick riollege . . . 3 0 100 23 $15, 000 $800 $2, 000 2. 500 Li03’ola College . . . . . Mt. St. Clement’s College _ 14 40 120 9, 000 Alt Sit nnllpcrp. Rock Hill College . . 22 105 27 0 $32, 000 0 6, 500 1 4 ono Sit P.h:rrlf»si 11 185 08 St. John’s College ... . . 9 0 72 200, 000 t2.vono! 4’ 000 3 I Western Maryland College^--- 11 1 72 33. 000 33, 000 500 18, 000 1 ^ \ 0 ! s ! *This college receives from the legislature something of the same fostering care as is bestowed in several Southern and Western States on the State-univeivaues. In 187:2 it had from this source, for the improve¬ ment of its library and apparatus, $5,000, besides a regular grant of $3,000 per annum and a special grant of $12,000 a year for six years from 1871. It has also from the legislature $10,000 a year ‘‘to furnish board, fuel, lights, and washing for two free students in its collegiate course for each senatorial district in the State.” These students number 50. and are under bond to teach school in the State for not less than two years after leaving coih-*ge. The receipts from legislative appropriations have thus been, for the year, $25,000. t Appropriation by legislature. X The peculiarity of this institution is the partial co-education of the sexes, the two meetirgat chapel-services and at meals and having the same teachers, though not recitiut^ in the same classes. The results of this sys¬ tem are held by the college-authorities to be ‘‘ eminently satisfactory.” MARYLAND. 157 COLLEGES FOR WOMEN. Five semiuaries and colleges exclusively for young ladies report an aggregate at¬ tendance of 494 pupils, of whom 114 are in preparatory and 380 in collegiate studies, and 49 teachers — 11 gentlemen and 38 ladies. In four of these colleges the pupils iii the different classes are divided as follows: in the freshman-year, 62; sophomore, 86 ; junior, 53; senior, 33 ; 3 others were pursuing post-graduate-studies. Music— both vo¬ cal and instrumental— drawing, painting, and French are taught in all these institutions, and in all but oue, German is added. All report the possession of chemic laborato¬ ries and philosophic cabiuets, one a natural-liistory-museum and a gymuasium, and two the beginnings of an art-gallery. All have libraries, the largest numbering 3,750, the smallest 50 vmlumes. THE STATE AGRICULTURAL COLLEGE. The Agricultural College reports 130 students, a decrease of 8 as compared with last year. At the close of the year, the president. Rev. Samuel Register, D. D., resigned, and his place was tilled by the appointment of General Samuel Jones, of the University of California. Tuition in the college is now free to all young men in the State who are qualified to pursue its course of study. Instruction in Latin and Greek is given to all students who desire it, but the course is so arranged that those who have had no elementary training in classics have abundant occupation in the study of modern lan¬ guages, mathematics, physics, natural history, and mental and moral scieuce. It is a fundamental principle of the college that the study of scieuce is not inferior to the study of classics, either as regards mental discipline or future usefulness ; consequently no student suffers any loss of standing or respectability through not taking a full classic course. An appropriation of ,f3,000 by the legislature is required for the purchase of chemic and philosophic apparatus ; there is a very urgent need for it, and the invest¬ ment will pay a high rate of interest in educational advantages. STATE NORMAL SCHOOL, The whole number of students enrolled during the year ended May 31, 1873, was 146. This is 16 less than the number reported for the preceding year ; but the differ¬ ence is more than made up by the fact that the students who entered remained a longer time, so that in fact the average attendance of the year was the largest on record, 114 students having been present at the final examination. The students were distributed as follows : from Allegany County, 2 ; Anne Arundel, 7 ; Baltimore County, 18 ; Balti¬ more City, 59 ; Calvert, 2 ; Caroline, 3 ; Carroll, 2; Dorchester, 6; Frederick, 3; Har¬ ford, 6; Howard, 3 ; Montgomery, 3 ; Prince George’s, 6 ; Queen Anne, 7; St. Mary’s, 2 ; Somerset, 6 ; Talbot, 3 ; Washington, 4 ; Worcester, 3 ; District of Columbia, 1. The number of graduates for the year was 13, of whom 12 are now teaching. The whole number of students enrolled since the organization of the school in 1865 is 675. Of these 325 were teaching in the public schools of the State when last heard from. The whole number of graduates is 153, of whom 81 are of the highest grade, (teachers of grammar-schools.) Of these 81, 74 are now" teaching, 2 are engaged in other em¬ ployments, 4 (ladies) are married, and 1 is dead. Wherever they have been employed they have given satisfaction to their employers. The school is willing to rest its repu¬ tation on the work done by its graduates. “ We renew the request, so often made before, that the legislature wnukPmake an ap¬ propriation to build or purchase a house suitable to the wants of the school. If the pub- lic-school-systera is to continue, the normal school must continue to be an essential part of it ; and a permanent building is essential to the continuance of the school. The house now rented may and probably w"ill pass from our control in July next. We rely on the wisdom of the legislature to provide that this large, flourishing, and ]iopular school shall not be dissolved for want of accommodations.” NORMAL school’s RESULTS. It is sometimes asked “ Do the graduates of the State Normal School actually engage in teaching?” ‘‘A few plain flgures,” says the principal, “will answ'er the question. A considerable number of students (averaging about one-fourth of the w’hole number) enter the school without adequate preparation and without any just conception of the severe mental labor they will be called on to perform. Such usually leave within six months. And yet of the w’hole number of 593 students who had entered before Sep¬ tember, 1872, more than three hundred became teachers. Betw een January, 1866, and June, 1872, the State Normal School commissioned 69 graduates of the highest grade. Of these, 63 were actually employed as teachers in 1872; 1 (gentleman) having paid tuition-fees, and not being under obligations to teach, engaged in business ; 3 (ladies) had married and 2 (ladies) were w"aiting for and ready to accept employ- 158 REPORT OF THE COMMISSIONER OF EDUCATION. ment as teachers.” It is doubtful whether the members of any profession can show a greater amount of persistency than these figures indicate. EDUCATION OF W^OMEN. On this subject the board says : “ We desire to direct attention to the fact that the State Normal School is rapidly becoming a college for women exclusively. The number of young men in attendance has always been email, never more than 17 j)er cent, of the whole number of students. In 1872, there were 28 young men ; in 1873, there were 13 ; in 1874, there are only 8. The appropriation of $10,000 a year for the free boarding of such students in St. John’s College as will pledge themselves to become teachers seems to indicate the intention of the legislature that St. John’s College should become the Normal School for men. Under these circumstances we respectfully ask that the State Normal School should be open to women exclusively. In making this recommendation we wish it to be distinctly understood that, so far as the principle of co-education of the sexes is concerned, our experiment has been a cornplete success. If the two sexes were equal or nearly equal in numbers, no change would be asked for. But it is evident that a school consisting of 140 students of one sex and only 8 of the other must work awkwardly for both parties. If we believe that woman needs education as much as man, that she is as capable of receiving it and will make as good use of it, it will be hard to explain the reason why the State has done so much for the education of men and so little for the education of women. The public schools and the State Normal School are open alike to both, but there the equality ends. We spend $40,000 a year in col¬ leges and academies from which women are excluded and only $5,000 for the educa¬ tion of young women exclusively ; and part even of this small sum is expended useless¬ ly for education no higher and better than that which may be obtained at the district- school. If this question of higher education could he considered in the light of our present necessities, apart from and unincumbered with local associations and personal inter¬ ests, it would be easily perceived that Maryland cannot afford to maintain more than two State-colleges — one for men and one for women — and that by a judicious expendi¬ ture of the money now appropriated, without calling on the State for any additional helj), two colleges of high standing could be maintained.” NORMAL SCHOOL FOR COLORED PUPILS. The Howard Normal School continues its useful labors for the education of colored teachers. It had 231 pupils during the year 1871-’72, of whom 69 were in the normal department, 87 in the grammar-school, and 75 in the primary. It is unfortu¬ nate that, owing to the great demand for teachers, comparatively few remain to com¬ plete, their studies. Yet even those who left school iirematurely for the purpose of teaching are generally giving satisfaction. There have been 47 of those thus partly trained employed within the State as teachers. The report for 1873 contains the fol¬ lowing statistics of the school for the past year. The normal school for the education of colored teachers is now in the eighth year of its existence. The number of different pupils in all departments (normal, grammar, and primary) is 234 and the average attendance is 186. The number in the normal department is 74. There is a well-selected library of over 1,000 volumes, but no philo¬ sophic or chemic apparatus, a want which ought to be supplied as soon as possible. All the pupiis pay for their tuition, but the receipts from this source and from the State-treasury are not sufficient to meet the necessary expenses. We commend this excellent and indispensable institution to the generous liberality of the State. There are at this time 72 of the students employed as teachers in various counties, and, as far as we have heard, they are doing good service. We suggest that the certifi¬ cate or diploma of this school should be made a legal qualification for teaching in colored-schools. MARYLAND INSTITUTE. Of this, the State-hoard of education says : “ The schools of the Maryland Institute form a very important part of the educational agencies of the State. Nearly three hun¬ dred young men, most of whom are busily employed during the day in the active duties of life, assemble in these schools in the evening for the study of chemistry, book-keeping, music, and drawing. The drawing-classes are the largest, the most important, and the most interesting. They are twelve in number and are arranged as follows : “ (1) The elementary class, 182 pupils, engaged in drawing from flat studies ; (2) the first j)reparatory, 40 pupils, drawing from flat studies of a more difficult character than the preceding; (3) the second preparatory, 67 pupils, engaged in pencil-drawings from the round; (4) third preparatory, 31 pupils, advanced studies from the same; (5) geometric class, 41 pupils, applied geometric drawing; (6) fourth preparatory, 29 MARYLAND. 159 pupils, details of mechanic and architectural drawing ; (7) perspective and archi¬ tectural, 12 pupils, pencil-drawings from the flat and round ; (8) artistic class, pupils same as the above iu design; (9) mechanic class, 4 pupils, drawings of machiuery and mechanic engineering; (10) architectural class, 12 pupils, architectural draw¬ ings and designs ; (11) general drawing-class, 9 pupils, including all the above studies ; and (12) graduating class, 11 pupils, including the flue arts, architectural and mechanic engineering. “ The usual appropriation to this school from the State-treasury is $3,000, which hardly enables the directors, with all the aid they can get from other sources, to meet the annual expenses. There is a pressing demand at the present time, also, for better accommodations, the rooms now occupied beiug iucouv^enieut and uncomfortable, and we hope that the joint liberality of the city and the State will place this admirable institution iu a position to extend to the students the aid and comfort which they de¬ serve.’’ PRINCIPLES THAT SHOULD REGULATE STATE-DONATIONS. “ We renew our annual protest against the way iu which the academic donations are distributed and the purpose for which they are used ; and we again invite the atten¬ tion of the legislature to this subject. We state briefly, without argument, the follow¬ ing principles, which, we think, will bear examination : “ ihrst. No luiblic money should be given to any college or academy which is con¬ trolled, nominally or actually, by any religious denomination. “ Secondly. No public money should be given to any college or academy that is con¬ ducted simply as a private and personal business-enterprise. Thirdly. No public money should be given to any school, college, or academy unless the State has a representation on the board of management in proportion to the money expended by the State. “ Fourthly. Public money granted for one purpose should not be applied to another. “ The rigid apiflication of these principles would prevent many abuses of which we now complain.” UNITED STATES NAVAL ACADEMY, ANNAPOLIS. Although national iu its connection and character, this great naval school is noticed here because of its location in the State of Maryland. Originally little more than a school of practice and comparatively slender mental training on board ship, it was, in 1850, reorganized under the title of “The Naval Academy,” as a training-school for midshipmen iu all the theoretic and practical branches of instruction that could fit them for their profession. The course of study was materially enlarged and the insti¬ tution placed under the charge of the Bureau of Ordnance and Hydrography. The next year a four-years course of instruction was adopted. In March, 1867, it was placed under the care of the Secretary of the Navy ; but its administration continued to be mainly conducted under the supervision of the Bureau of Navigation, which had been formed and put in charge of it iu July, 1862. Since March, 1869, the supervision of the Secretary over it has been without this intervention. March 3, 1873, a law was passed extending the course of study to six years, the rule applying to all classes ad¬ mitted after the passage of the act, but not to those which had previously entered. In these years the cadet-midshipmen are subjected to a thorough and exhaustive drill, not only in mathematics and the natural sciences, but in the English, French, and Spanish languages, in history, international law, seamanship, ship-building, gunnery, and steam-enginery, drawing (both mechanical and free-hand) beiug carried through all, especially iu its applications to ship-construction, machiuery, and map-making. Three times each week, weather permitting, exercises iu practical seamanship on board ship or in boats, help to vary the course of the lecture and recitation-room, while, from the middle of June till the middle of September, a cruise along the coast in a United States sailing-ship or steamer gives opportunity for putting into practice all the nautical knowledge that has been acquired. The number of cadet-midshipmen for the session of 1873-74 is 241. Since 1864, classes of naval constructors, or civil and steam-engineers, called cadet- engineers, have been permitted to be educated at the Academy, the number of such being limited to 50, and the course for them beiug two years at the school and now also two years on board ship. MARYLAND INSTITUTION FOR EDUCATION OF THE DEAF AND DUMB. The commencement of the year 1873 was marked here by the removal of the pupils from the unsightly old buildings previously occupied into an elegant and spacious new one, which is a credit to the State. The health and spirit of the inmates of the insti¬ tution have been most favorably affected by the change. Ninety-nine pupils have been in attendance during the year, of whom 62 were males and 37 females. Of this number 44 were from Baltimore, 52 from other portions of Maryland, and 3 from other 160 EEPORT OF THE COMMISSIONER OF EDUCATION. States. The standing of the school is said to be intellectually decidedly above what it has been, the first class, instead of being increased by the addition of new material, continuing, with three exceptions, the same as the preceding year. This has enabled the teachers to take up a new and more advanced course of study, and thus raise the stand¬ ard of scholarship throughout the school. A class in articulation, or lip-reading, has been under the instruction of a skillful and trained hand for more than two years, and zealous labor has secured very gratify¬ ing results. But whether this method would be expedient or useful with deaf and dumb pupils generally is held to be yet undetermined. lu the industrial department less than half the boys are receiving mechanic in¬ struction in the only trade that has thus far been introduced, that of shoe-making. But the success in this has been so great as to encourage the introduction of yet other trades. The shoe-shop has not only nearly paid its way, but has turned out good work and good workmen. Three of the boys who commenced work in it acquired such skill as to find employmeut afterward at good wages, and one of them at high rates of pay. The library contains now about 2,000 volumes and, with its well-filled reading-room, forms a great attraction for the pupils in their leisure-hours. MARYLAND INSTITUTION FOR THE INSTRUCTION OF THE BLIND. At the date of the report for 1871 there wmre 48 pupils in this institution. The dis¬ charges and admissioiis for 1872 having been equal, this still represented the number present at the time of the last report. Of t hese 32 are from Baltimore, the remaining 16 from other counties of the State. Through a liberal bequest of $50,000 from Mr. Alex. Lorman, the directors have been enabled to enlarge and improve their building, to purchase additional ground for its uses, and to erect a stable. The teachers and pupils having been mutually faithful, commendable progress in study has been made. Sewing, broom-making, and piano- tuning have been taught in connection with the other studies ; but the need of fur¬ ther industrial training in the school and of some industrial association for giving em¬ ploymeut to the adult blind after their leaving school is spoken of. A department for blind colored children and deaf mutes, provided for by the last legislature, was opened at 92 South Broadway, Baltimore, on the 2d of October, 1872, with a matron and 2 teachers. Subsequently a broom-shop was added, with another teacher for it. Six pupils have been admitted here and several others were at the date of the reiiort awaiting admission. Statistical summary of schools for professional instruction. Names of schools for professional instruc¬ tion. 1 Corps of instruction. I Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Amount of prop¬ erty of corporation. Value of grounds and buildings. Amount of produc¬ tive funds, Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOLS OF THEOLOGY. St. Mary’s Seminary, of Baltimore City . . . Theologic department, Mt. St, Mmy's P.nllppA _ _ 6 .... 70 "WnrKiQtnplr . . 11 12 9 9 35 4 8 102 114 $150, 000 $40, 000 200 SCHOOLS OF MEDICINE. Medical department, University of Blary- Medical department, Washington Uni¬ versity . . . . . Baltimore College of Dental Surgery - jMaryland Dental College of Baltimore f!it,v . .... 60 17 65 130 $6, 000 3, 000 6, 000 IMaryland College of Pharmacy _ _ 250 SCHOOL OF SCIENCE. Maryland Agricultural College . 50, 000 100, 000 $112, 200 6, 747 *6, 000 'Annual appropriation from the State. One business-college appears also in this State, with 389 students. . MARYLAND. 161 SPECIAL INSTRUCTION. The McDonough Institute was opened on the 22d of November, when 41 pupils were admitted. The object of the institute is, in the words of the founder, to give instruction in the Christian religion, a plain English education, music, and the art of husbandry or farming to poor boys of good character, of respectable associations in life, residents of the city of Baltimore.” For this purpose John McDonough left his entire property, valued then at several millions of dollars, to the cities of Baltimore and New Orleans. The war, lawsuits, and various casualties seriously diminished the value of the property ; still the amount realized by the city of Baltimore is in excess of $725,000. With this a farm of 833 acres of good laud was purchased near the city, and a house fitted up temporarily for the accommodation of 50 pupils. It is reckoned that after the permanent buildings are erected the trustees v/iil have an annual income sufficient for the maintenance and education of 250 boys. The manual-labor-school, the nature and purpose of which have been stated in a previous report, is still cou- tiiiuiug its good work ; but no report has been received of the number of boys in at¬ tendance. MUSICAL ACADEMIES. From Appletons’ Journal we clip the following concerning musical academies in gen¬ eral and the Peabody in particular : “ Several ambitious attempts have been made to found musical conservatories and all the tricks of puffery ha,ve been lavishly used to cheat the j)ublio into an undis¬ criminating confidence. But all of these have failed, and still American aspirants for musical greatness have been carried abroad in steady streams of travel by the com¬ parative ease with which the higher needs of study are answered in Europe. . The European conservatory is a complete musical university, and some of the best ones, as the Conservatoire de Paris and the institution at Leipsic, are armed with even more perfect facilities for the cultivation of music than arc the Universities of Oxford and Berlin even for studies in philosophy and literature. Not only are all the branches of the musical art and the principles of the science taught by the most accomplished pro¬ fessors, not only is instruction given on the different leading instruments which con¬ stitute the orchestra, but that mode of teaching most efficacious of all is carefully used which corresponds to the clinic lecture in the medical school, the moot-court in the law-school, the lessons in cojiying and practice which the student in sculpture and painting gets in the picture-gallery or the atelier of his master. In other words, to either of the great institutions mentioned above there is attached a fine orchestra, the special function of which is to educate the ear and sensibility of the musical stu¬ dent through the agency of continual habit. All the different stages in the unfolding of musical taste and talent are illustrated by the daily interpretation of symphony, quartets, quintets, &c., and thus theoretic knowledge goes hand in hand with inost subtle and sensitive feeling in its practice. This crowning agency in a musical curricu¬ lum is absent in America from all our so-called conservatoires, except from the Peabody Institute in Baltimore, with which all our readers are familiar, at least by name, as having been endowed by the great philanthropist whoso name it bears. This institute may, then, be called the only school in the United States which embodies the leading fea¬ tures of a great musical school. It is the pioneer of a full and comprehensive system of teaching. It is all the more remarkable, as music by no means covers all the ground aimed at under Mr. Peabody’s endowment, for the nucleus of a great free library is also organized and liberal provision made for lectures in literature and sci- epce. The musical department of the Peabody Institute professes to include the dif¬ ferent branches of vocal and instrumental study, including the leading orchestral in¬ struments as well as the piano, and the school of composition as well as.that of mere execution. Attached to the institution is a fine orchestra of forty pieces, under the leadership of Mr. Asger Hamerik, a favorite pupil of the great French composer Ber¬ lioz, and also of Franz Liszt. The orchestra, in addition to its siiecial connection with the school, performs the same office for Baltimore which is filled in New York by the Philharmonic Society and the Theodore Thomas organization. Mr. Hamerik, the con¬ ductor, is also the chief of the staff of instruction in the institute, and the two duties supplement each other admirably. As the symphony-concerts, with their attendant rehearsals, are provided for by the endowment-fund, the directors of the institute are enabled to reduce the rates of admission to a merely nominal price, which permits the poor man who loves music to attend as well as the man of wealth. In the symphony- series there is a regular students’-course, in which the principles of handling an or¬ chestra are specifically illustrated and an attempt made to familiarize the audience with the laws underlying each of the great works produced, as v;ell as each com- jioser’s peculiar mode of treatment. The latter aim is further carried out by the rule adopted of confining each one of the concerts to some one of the great schools in mu¬ sic, now the German, now the Italian, and now the French. The student is thus en- 11 E 162 EEPORT OF THE COMMISSIONER OF EDUCATION. abled to devote his whole thought to one branch at a time and to make a careful analysis of the modes and tendencies embodied in each school without danger of con¬ fusion. To sum up the peculiarities of these symphony-concerts in a few words, it is aimed, even when they are ostensibly given for the general public, to make them sub¬ ject to the great purpose of the institute: systematic and thorough instruction. The plan on which the musical department of the Peabody Institute is organized is a grand one, and, though not yet completely unfolded in all its possibilities, promises to lead the way to the solution of one of the great art-problems of the country, viz : ‘ How shall we develop the growing esthetic tastes of our people under purely home-aus¬ pices?’ There is reason to believe that the example set by the Baltimore institution will soon be followed in other parts of the country.” THE MEETING OF THE MARYLAND STATE TEACHERS’ ASSOCIATION. The state Teachers’ Association held a meeting at Hagerstown, which commenced August 27, 1873. At a xirelimiuary meeting of the board of education the president was instructed to prepare a circular requesting the county-boards of school-commissioners to enforce the law which requires teachers to hold certificates before taking charge of schools and instructing the treasurers not to pay any salary where the law is n6t com¬ plied with, and also requiring teachers to enter into a written contract with the dis¬ trict-trustees before assuming control of schools. It was also resolved that the power of appointing assistant teachers is vested in the county-school-commissioners, and not in the district-trustees. At half jiast 10 o’clock Prof. James M. Garnett, the president of the teachers’ associ¬ ation, called the meeting to order, and the eighth annual session was opened with prayer. Rev. John McCron, D. D., the x^rincipal of the Hagerstown Female Seminary, then addressed the association, welcoming the members to Hagerstown. Prof. Garnett returned the thanks of the association for the warm welcome which they had received. The report of the committee on defense being called for. Prof. M. A. Newell, on the part of the chairman, stated that no occasion had arisen since the last meeting of the association for any action on the [lart of the committee. Mr. John R. Roche, of Baltimore, then delivered an address uiion the subject of mathematics. No further business of importance was transacted in the morning. In the afternoon the association re-assembled at 2 o’clock. Prof. John A. Remley, of Hagerstown, then delivered an interesting address on Ir¬ regular attendance : the causes and remedies.” He said that out of the 200,000 children in the State between the ages of 5 and 20 years, there were only enrolled 60,000, and out of these there was on\y an average attendance of 40,000. He claimed that Washington County was the banner-county of the State in regard to attendance, there being an average attendance of 33 per cent, of the children enrolled in the county- schools. Id regard to the remedy he coutemled that the State should com^jel the attend¬ ance of the children upon the schools, and as an example of such a measure he referred to the xirosperity and material x>rogress of Prussia, where a rigid compulsory system is en¬ forced. He urged that the association should use its influence to obtain the passage of a law upon the subject and offered the following resolution ; “ Resolved, That the State Teachers’ Association of Maryland, in council assembled, direct the appointment of a committee of to wait upon the legislature and ask the enactment of a law compelling regular attendance in the public schools.” Prof. H. A. Lucy, of Howard County, then read a paper on “ compulsory education,” in which he oxiposed the x^assage of any law to comx)el attendance ux)on schools, and advocated a system of encouragement, by furnishing high schools in each county, and holding forth Special inducements to bring about a larger attendance. Rev. A- G. Warley, of Queen Anne County, seconded the resolution offered by Prof. Remley, and also advocated very earnestly and enthusiastically the x>assage of it. Prof. M. A. Newell opposed the adoption of the resolution. He claimed that when teachers came before the legislature and asked for a comxmlsory law they acknowl¬ edged their own incompetency. Prof. J. H. Schoemaker sxioke of his experience in this matter in Pennsylvania. He claimed that it was wrong to quote the results obtained from the European system of education as arguments in favor of establishing similar systems here. He argued that the results of the late Frauco-Prussian war were more owing to the want of religious training in France and its enforcement in Prussia than to anything else, and also that comxmlsory education was contrary to our system of government. Men in this coun¬ try are unwilling to be educated or made righteous by compulsion: the princqAe of blind obedience to the x^owers that be is not recognized here; and until it is it will be useless to pass a compulsory law upon the subject. Prof. Remley replied to some of the arguments which had been adduced by those who had opxiosed the adoption of his resolution. MARYLAND. 163 Mr. J. M. Newson, of Carroll County, also expressed himself as opposed to its passage. The question of the adoption of the resolution was then put to vote and negatived. The exercises of the evening were commenced with music by the Hagerstown baud. Prof. J. M. Garnett delivered the annual address, his theme being the Past and preseu t of education in Maryland.” The address was an interesting review of the history of edu¬ cation in the State from the earliest days to the present time and of the defects in the present State-system. Ui)on motion of Dr. Bryan, of Dorchester County, the thanks of the association were returned to Prof. Garnett for his address, and he was requested to furnish a copy of it for publication by the association, to be distributed to the various boards of county- school-commissiouers and among the members of the next legislature. Thursday, August 28, Prof. William R. Creery, of Baltimore, delivered an address on the “ History of the public schools of Maryland.” Upon motion of Prof. Remley, the thanks of the association were returned to Prof. Creery, and he was requested to furnish a copy for publication. Prof. Garnett called Prof. Leakiu to the chair, and offered an amendment to arti¬ cle 7 of the constitution, striking out the proviso “ that none but public school¬ teachers shall be allowed to vote or hold office in the association,” and also one sub¬ stituting for article 6 of the constitution the following: “All public- and private-school¬ teachers, including professors in colleges and seminaries, schoohcommissiouers, and superintendents, are hereby declared members of this association upon signing the constitution, either in person or by proxy, and paying to the treasurer fifty cents, and shall continue their membership by the annual j)ayment of this amount.” The amend¬ ments were laid over for action to-morrow. He also offered a resolution that the execu¬ tive committee be authorized to make arrangements with the editor of the Virginia Educational Journal for the publication of such jiapers presented to this association as the executive committee may select. Rev. Dr. Heaton offered an amendment to instruct the executive committee to in¬ quire into the feasibility of establishing a similar journal in Maryland. Dr. Bryan advocated the including of the Pennsylvania Journal in the original reso¬ lution, as many of the teachers now take it. Prof. Creery advocated the establishment of a Maryland journal. Dr. Nelson expressed himself also in favor of Dr. Heaton’s amendment, but he wanted the matter referred to a special committee, the executive-committee having enough of other matters to attend to. Prof. Garnett then, with the permission of the association, withdrew his original resolution and offered as a substitute a resolution “ that a special committee of five be appointed to take into consideration the practicability of establishing an educational journal for the State, and report at the next meeting. ” Prof. William Elliott expressed himself as ajso in favor of a Maryland journal. The motion was further discussed by Dr. Bryan, Dr. Heaton, and Prof. Newell. Prof. Garnett’s resolution was then unanimously adopted. Prof. Garnett also offered a resolution “ that the teachers of private schools in this State are hereby especially invited to connect themselves with this association, and the secretary is directed to communicate to them this invitation.” Adopted. The question arising as to the place for the next meeting. Prof. Hollingshead sug¬ gested Baltimore, and Mr. John E. McCann, Cumberland. Decided by vote in favor of Baltimore. At the afternoon-session, Prof. Newell, as chairman of the committee on text-books, made a verbal report. He said the committee wished to direct the attention of the as¬ sociation to two particulars : the selection of text-books and the use of text-books. As to the first, he claimed they should not be selected either by the teachers or by tliose who pay for them, the parents or school-commissionersj but by experts appointed for that purpose, if possible, who should have nothing to do with the contracts. In regard to the kind of books to be selected, they should not necessarily be the cheapest, nor of that kind on the title-pages of which you find the names of the most distinguished authors, nor of that kind which are most vehemently urged upon us by the book- agents, but of that kind which examination and trial will prove to be well adapted to the ends we have in view. They should be short books and those which will stimu¬ late personal observation and thought on the part of both scholars and teachers. As to the use of the books after the proper kind had been obtained, the committee was of the opinion that it was not necessary for the teachers to teach the books from be¬ ginning to end, but that it is necessary to teach a subject from beginning to end. The report of the committee on modern languages was made by Prof. C. F. Raddatz, of the Baltimore City College. He confined it exclusively to the subject of “ The study of the German language,” how it had been pursued in the college and the results ob¬ tained. Prof. J. P. Wickersham, the State-superintendent of public schools in Penn.sylvania was then introduced to the association and addressed it briefly. He said that" he had 164 REPOET OF ‘the COMMISSIONER OF EDUCATION. come to-day to shake hands with the teachers of Maryland on behalf of the teachers of Pennsylvania. He gave an account of the recent rapid increase in the prosperity of the school-system of Pennsylvania in all respects and also spoke of what they in¬ tended to do in that State in the future to remedy the defects that still exist. THE JOHNS HOPKINS INSTITUTIONS. Among the many noble benefactions for educational and benevolent purposes be¬ stowed in the past year, those of the late Johns Hopkins, of Baltimore, stand grandly jirominent. The donor of these, formerly a prosYierous merchant in the city and more recently a noted bank- and railroad-manager, having accumulated a great fortune, which there was no immediate family to claim, determined to bestow the larger portion of it on the foundation of a university, a hospital, and an orphans’ -home, wMch should bear his name and be his monument. THE JOHNS HOPKINS UNIVERSITY. Accordingly, some years before his death, he secured from the legislature of Mary laud a charter for the first of three institutions, the Johns Hopkins University, with liberal xirovisions, the government to be vested in a board of twelve trustees selected by himself and empowered to fill all vacancies occurring in their number. To this first object of his cherished xdaus he dedicated his beautiful country-seat of Clifton, in the neighborhood of Baltimore, containing 330 acres, with park, conservatory, gardens, and extensive buildings, bestowing on it, in addition, an endowment-fund of more than |3,000,000, invested in the most profitable form of Baltimore and Ohio Railroad stock. Upon this Clifton xiroxierty he desired that the buildings for the university should be erected, the park and gardens to be preserved as far as x>ossible, affording it, perhaps, the finest college-domain in America. To the privileges of the university thus founded, colored as well as white youths are to have equally free admission. A liberal j) revision is to be made for a chair of botany ; the other branches of a gener¬ ous education are to have their xiroper xilace ; and it is made a matter of sxieciai request that the influences of religion may be imxiressed on the whole management, but without sectarian x^eculiarity of any kind. This provided for, his attention was next turned to the maturing of wise x^laus for the Johns Hopkins Hosxiital. THE JOHNS HOPKINS HOSPITAL. Thgse plans appeared March 10, 1873, in a letter to the trustees whom he had selected to administer the charity. Substantially, they were as follows : on a lot of thirteen acres, in the city, bounded by Wolfe, Monument, Broadway, and Jefferson streets, the needful buildings for a hospital were to be erected, one x^art to be devoted to the recex)- tion and care of sick, poor white persons, another to that of sick,x30or colored x)ersons, and still another to that of a limited number of patients able to make compensation for the care and attention they require, the moneys received from these x^ay-xiatients to go to the enlargement of the relief afforded to the other classes. The plan adox>ted for the main building was to be one that would admit of symmetrical additions till accommodations for 400 x^atients should be reached, while in construction and arrange¬ ment it must compare favorably with any other institution of like character in America or Euroxie. For the service of the hosxii-tal, physicians and surgeons of the highest character and greatest skill were to be secured, and a training-school for female nurses was to be established in connection with it, that women comx^etent to care for the sick in the hospital and be of service to the community at large might be constantly in course of prexiaration. The grounds surrounding the hosxiital, it was directed, should be inclosed with iron railings and be so laid out and xffanted with trees and flowers as to afford solace to the sick and be an ornament to the section of the city in which the institution was located. THE JOHNS HOPKINS ORPHANS’ HOME. On other ground, and entirely separate from the hosxiital, the same trustees were charged with the duty of erecting suitable buildings for the receiition, maintenance, and education of from three to four hundred orphan-children of the colored race, including among these, at their discretion, those who have lost one x^arent only, or even such as, though not orxihans, may be in circumstances requiring the aid of the instituted charity. In addition to the gift of thirteen acres fora site, Mr. Hopkins dedicated to the hospi¬ tal and home an amount of real estate and bank-stock estimated by him to be worth $■2,000,000 at the moment, with a xu'oductive income of at least $120,000. This income he directed the trustees to apx>ly, first, to the erection and comxiietion of the buildings and, afterward, to the maintenance of the two institutions, in the proportion of $100,000 for the hospital to $20,000 for the home. In the management of both he wished to have the same rule hold as in the university, resxiecting the x^revalence of a religious ifluence devoid of sectarian disturbance or control. MARYLAND. 165 Having made these provisions deliberately and wisely and taken means to have them fnlly executed, the good man watched for a few mouths the progress of his plans, and then, December 23, 1873, passed quietly to the heavenly reward of such benelicence. The hospital is to form ultimately apart of the medical school of the Johns Hopkins University, and will, at the death of a surviving sister, come into possession of about $200,000, in addition to the $2,000,000 given it. Nor did his judicious liberality stop here, for after providing generously for his relations, friends, and servants, he left, at his decease, to the Baltimore Manual-Labor School for Indigent Boys, the sum of $20,000 ; to the Maryland Institute for the Promotion of the Mechanic Arts, for the use of its school of design, $10,000 ; to the Home of the Friendless, $10,000, and to the Baltimore Orphan Asylum, $10,000; all which, with his gifts to the university and hospital, including the value of the grounds bestowed, may be held to make his contributions for these noble objects neaiV or quite $6,000,000, Monumentum wre perennius. OBITUARY. Prof. Thomas D. Baird, LL. D., principal, and also prbfessor of moral and mental philosophy in Baltimore City College, died July 9, 1873. He was born in 1819, at Newark, Ohio ; was educated at Jefferson College, in Wash¬ ington County, Pennsylvania, at that time the largest institution of the kind west of the Alleghauies, receiving successively the degrees of A. B. and A. M. He came from the college to Baltimore in 1839, and was elected, though only in his twenty-first year, a professor in the chartered high school, of which the late Rev. Dr. R. J. Breckeuridge and William McDonald, with Rev. Dr. Bacchus, still living, were among the trustees. In 1847 he was elected xR'ofessor of mathematics in Marshall College, Mercersburg, Penn¬ sylvania. Resigning this in 1850, he conducted a xirivate school in Baltimore three years, when he removed to the West, accepting a professorshix) in Westminster College, Missouri. Remaining there three years, he returned to Baltimore and was elected x>rinci- pal of the Baltimore College, a position which he filled up to the time of his decease. He had received the honorary degree of Ph. D. from Concordia College, Missouri, and that of LL. D. from Centre College, Kentucky. Professor Baird was a close student and laborious worker. He was, for a number of years, a member and secretary of the Maryland HivStorical Society ; he was also an active member of the Children’s Aid Society and of the Prisoners’ Aid Society ; also of the Evangelical Alliance, of the Maryland State Bible Society, and of the city and State Teachers’ Associations. LIST OF SCHOOL-OFFICIALS IN MARYLAND. STATE-BOARD OF EDUCATION, {formerly State-school-commissioners.) Hon. M. A. Baltimore, president ; P. A. Witmer, George M. Lloyd, General F. Beaven; Samuel Kepler, secretary. COUNTY-EXAMINERS,* County. Name. Post-office. Allegany . ..... _ _ ...... George G. McKay . . . . . Cumberland. Annapolis. Towsontown. Huntington. Hillsboro’. Westminister. Port Deposit. Port Tobacco. Cambridge. Frederick. Abington. Clarksville. Chestertowu. Rockville. Aquasco. Centreville. Princess Anne. Leonardtown. Easton. , Hagerstown. Salisbury. Snow Hill. Annft Arundel . William H. Per veil . . . Baltimore . . Dr Samuel Kepler . . . Calvert _ _ ... _ _ _ ..... Richard Stanforth . . . . . . Caroline . . . . . Rev. George F. Beaven . . Carroll . J. M. Newson . Cecil . Rev. John Squier . Charles . George M. Lloyd . Dorchester . Dr. James L. Bi’yan. . . . . . Frederick . John W. Page . . . . . Harford _ _ _ _ Robert Henry _ _ _ _ Howard . Dr. William H. Hardey . Kent . Mr. Perkins . . . . . . . Montgomery . .Tames Anderson . . . . . Prince George’s . Dr. M. .1. Stone . . Queen Anne . James W. Thompson . Somerset . Rev. A . C. Heaton _ _ _ St. Mary’s . Benjamin Tippett . . Talbot . Alex. Chaplain _ _ _ _ Washington . P. A. Witmer . . Wicomico . . . George W. M. Cooper . Worcester . Mr. TTpshur . . . . _ * Respecting these the president of the State-board writes, under date of January 19, 1874, “I send you a list of examiners corrected according to my latest information. The new organization of the various county-boards having taken place only last week, I am without official information with regard to several counties. This must be my apology for omittting the Christian name in two cases.” He justly holds that the fact of most of the examiners going on into another term of office is a good sign. The examiners are re¬ quired by law to give their whole time to their public-school-duties. 166 KEPORT' OF THE COMMISSIONER OF EDUCATION. massacmu§i:tts. [From the thirty-sixth and thirty-seventh annual reports of the board of education, Hon. Joseph White, secretary.] SUMMARY OF STATISTICS. FINANCIAL STATEMENT. 1871-72. Total amount of school-fund . Amount of local school-funds, the income of which can be applied only for schools and academies . . $1, 361, 173 1872-73. 61 $2, 127, 653 47 1, 627, 388 86 Receipts. From taxation, for wages and board of teachers, fuel, and care of fires . From interest on permanent State-school-fund . . . Income of local funds appropriated ’for schools and academies . . Income from dog-tax, siirplus-revenue-fund, &.C., appropriated at the option of the town . Donations to prolong public schools or to purchase apparatus. . . Raised by taxes for the education of each child 5to 15 years of age, exclusive of taxes for school-edifices and superintendence . Amount paid to maintain public schools . . 594, 686 38 87, 356 39 87, 651 93 38, 962 51 14, 745 37 128 63 476, 927 65 3, 889, 053 80 180, 000 00 93, 360 39 30, 106 20 13, 535 01 4, 206, 055 40 Expenditures. Expended for the erection of school-houses . 1, Expended for repairs . Expended for libraries and apparatus. . Expended for salaries of superintendents* . Expended for stationery and school-books . Total expense of supervision, including school-committees and reports . Amount expended for evening-schools . For schools in State charitable and reformatoiy institutions . Tuition paid in academies and private schools . Expenditure for each person in the State 5 to 15 years of age . Expenditure for each man, woman, and child in the State . SCHOOL-POPULATION AND ATTENDANCE. ~ 328, 268 22 402, 528 40 47,751 00 109, 734 30 46,624 68 2, 746 84 423, 186 50 19 39 3 76 1. 010, 521 33 405, 588 43 8,504 78 57, 736 00 75, 000 00 121, 005 72 731, 568 20 Number of persons in the State 5 to 15 years of age . Increase for the year . Number of pupils of all ages enrolled . . . Increase for the year . Average attendance . Increase for the year . Ratio of average attendance to school-population . Number of children under 5 years of age attending public schools Increase for the year . . Number of persons over 15 years of age attending public schools. Increase for the year . . . . Average attendance of pupils in evening-schools . 282, 485 4,236 276, 602 2, 941 287, 090 283, 872 205, 252 3, 502 202, 882 .73 2, 825 70.67 111 23,211 1,238 5, 000 ACADEMIES AND PRIVATE SCHOOLS. Number of incorporated academies returned . Average number of scholars . Increase for the year . Amount paid for tuition in incorporated academies _ _ _ - . Increase for the year . Number of academies and private schools returned.. _ _ Increase for the year . Estimated average attendance . Increase for the year . 58 4, 265 1, 320 $175, 185 73 $60, 049 58 463 35 13, 687 1,243 22, 001 TEACHERS. Number of male teachers in the public schools . . Number of female teachei-s in the public schools Total number of teachers in the public schools .. Number of teachers in evening schools . Average wages of male teachers . Average wages of female teachers . 1,024 7,419'' 8, 443 360 $85 09 $32 39 1,028 7, 421 8,449 $93 65 $34 14 SCHOOLS. Number of public schools . Number of high schools in towns required by law to maintain them. . .. Number of high schools in towns not required by law to maintain them Total number of high schools . . SCHOOLS IN STATE-I^'STITUTIONS. Number of schools in State charitable and reformatory institutions . . Number of teachers in State charitable and reformatory institutions _ Whole number of different pupils . Average attendance . . Number of pupils 5 to 15 years of age . . Number of pupils over 15 years of age . 5, 193 132 44 176 5, 305 18 25 1, 148 735 475 348 * Included in total expense of supervision. MASSACHUSETTS. 167 EDUCATIONAL PROGRESS. . The total amount of taxes for public schools, in 1871-’72 including wages, fuel, care of tires and scLool-rooms, repairing and erecting school-houses, superintending schools, printing schoohreports, providing apparatus and instruction of children in re¬ formatory institutions and almshouses, was $5,476,927.65 ; being for each person in the State between 5 and 15 years of age $19.39; for each man, woman, and child in the State, $3.76. The aggregate amount of money from all sources expended dur- iuo- the year for popular education, in })rivate schools and academies, as well as in pub¬ lic schools, but not including the cost of books or the expense of professional and scien¬ tific schools and colleges, was $6,350,000, or $22.85 for each person between 5 and 15 years of age and $4.36 for each person of the entire population. In comi)aring the above items with those of a like summary for the year 1864-’65, it appears that in the period of six years there has been an increase of 444 schools ; of 35,210 persons between 5 and 15 ; of scholars of all ages in the public schools, 50,197 ; of teachers employed, 1,076; of the average length of public schools, eleven days; of the wages of male teaxhers, $30.32 and of female teachers, $10.57 ; and of the average ex- Xteuditures for the education of each person between 5 and 15, exclusive of cost of school-edifices, $5.63. But the most striking evidence of progress is found in the in¬ crease within the period above named in the amount raised by taxes for the support of schools, exclusive of the cost of erecting and repairing school-houses, namely, $1,812,061.96. which is an increase of 100 per cent. The increase in the amount raised last year over that of the preceding year was greater than the increase of any previous year, with a single exception. POWERS AND DUTIES OF THE BOARD. The doings of the board of education during the past year have not been different, in any important particular, from those of previous years. Being invested by the stat¬ utes with but limited authority, it has no specific powers to undertake measures for the improvement of the public schools or for the regulation of their management or methods of instruction. It is. however, intrusted with the care and control of the State normal schools. The officers of the board are in like manner limited in the range of the powers conferred on them by law. At the time of the establishment of the board the school -system of the State was excessively decentralized : its manage¬ ment was mainly in the hands of the school-districts and the opposition to the exer¬ cise of any central authority in educational matters was quite general and decided. Hence, in establishing the form of a system of State-supervision, it was clothed with almost no attributes of authority. Its functions were strictly limited to the collection and dissemination of information respecting educational matters and the recommend¬ ation of measures for the advancement of the interests of the schools. The system still remains substantially the same in respect to the scope of its duties. IMPROVEIMENTS SUGGESTED BY TFIE BOARD. While the members of the board, from their knowledge of the workings of the sys¬ tem of public schools, entertain a conviction that, in its essential features, it is sound and efficient, they are equally decided in their opinion that the time has come for un¬ dertaking the introduction of several important improvements in its provisions, in order to meet the wants of an advancing civilization and maintain the rank hitherto held by Massachusetts as a leading educating State. EQUALIZATION OF SCHOOL-BURDENS. .The most important of the improvements referred to is that of supplementing the revenues derived from local taxation for the support of schools by a general State-tax. The principle that underlies the American system of popular education — that it is the duty of the State to provide for the education of all the children of the State by tax¬ ing every man in proportion to his property — is nowhere more generally accepted than among the citizens of the Commonwealth ; and yet the ‘State has never voted a dollar from the general State-revenues for the direct maintenance of her common schools, the towns being required to attend to this. While the effect of this policy has been satis¬ factory in the past and has doubtless tended greatly to develop the local interest in schools, it is not so well adapted to the present circumstances of the people as it was when agriculture was almost the sole occupation of the people and the taxable pro])- orty quite equally distributed. This condition of things has entirely changed since the develoinuent of manufacturing-interests and the consequent rapid accumulations of wealrh in cities and towns. Two-fifths, if not half, of the pi’operty of the State is now embraced in the limited territory which lies within five miles of the State-house. The consequence is that, while in certain portions of the State a tax sufficient to maintain good schools during the iieriod required by law is a serious burden, in other portions 168 REPORT OF THE COMMISSIONER OF EDUCATION. it is comparatively light. Hence a change is demanded in the mode of providing for tlie support of schools such as will restore, to some extent at least, the ancient equality of educational burdens. The proposed plan does not contemplate any increase in tbe aggregate of the taxes for schools; it does not propose to shift the responsibility from the municipalities tp the State, but simply to appropriate a small share of the means of the whole State for the benelit of the whole State, the specific recommendation being that provision be made for raising a half-mill Srate-school-tax, to be distributed to the cities and towns, a part in prot)ortion to the number of children of school-age and a part in proportion to the school-attendance, a fraction being reserved for the education of teacheis and for other general educational purposes. HOW TO SECURE PROFESSIONAL TRAINING FOR TEACHERS. Another important improvement needed to perfect the system of schools is that of providing for giving the mass of teachers a better preparation for their work through the instrumentality of a course of professional training. No matter how much money may be raised and expended for schools, unless care is taken to provide competent and professionally-skilled teachers, the outlay will not yield its legitimate benefits. The teachers of the State, as a body, deserve great credit for what they accomplish, consid¬ ering the inadequate means of special preparation provided for them, but it ought to • be adopted as a rule that all teachers should have some degree of normal training before receiving a certificate of qualification. It is, however, impracticable at present to educate teachers enough in normal schools of the existing type, and, then, the com- Xiaratively few graduates of such schools gravitate to the cities and large towns, lea;V- ing the rural population comparatively destitute of direct benefit from them. It is therefore proposed to provide another class of training-schools as supplementary to those now in operation, schools where a short and comparatively cheap course of strictly professional instruction may be imparted. A jilan has also been suggested looking to the introduction of normal training into high schools and academies. The importance of the subject requires that it should receive early and serious attention and that some course be speedily adopted by which all the schools in the State may be supplied with professi9nally-trained teachers. ATTENDANCE. Another improvement, regarded by the board as of vital importance, is that which has for its object the securing of a more complete attendance at school of the children of school-age, for it is of no avail to build and equip commodious school-houses and employ accomplished teachers if the children, through inability or perverseness on their own part or on the part of their parents or guardians, are prevented from attending the schools. Two ways are suggested by which the desired improvement may be promoted : the one is a more stringent system of compulsion, with the necessary agencies for its effi¬ cient administration, the other the employment of an additional force of moral agen¬ cies. This latter, it is thought, could be effected largely by the fourth improvement suggested bj^ the board, namely, the establishment of COUNTY-SUPERVISION. In nearly all the States of the Union there has been provided a class of educational officers, occupying an intermediate position between the town-committees on the one hand and the State-system of supervision on the other, such su])ervisors or superin¬ tendents being, in most of these States, county-officers. With the existing evidence of the utility and importance of this agency of progress and improvement coming from a score of States, ft would be presumptuous to assume that Massachusetts can maintain her former prestige in educational matters without the adoption of this or some analo¬ gous instrumentality for increased efficiency in the management of her schools. CITY-SUPERINTENDENTS. At the date of the secretary’s last report 46 cities and towns were employing super¬ intendents of schools ; others have since followed their example, 'while still others are discussing the question. The progress of public opinion in this direction is seen in the fact that the number of towns employing superintendents has increased from three or four in 1861 to more than 50 at the present time. It is also mentioued that striking evidences of progress in educational matters already appear in these towns as the fruit of labor thus bestowed. Springiug up as if by magic, are seen improved school-houses, with improved methods of heating and ventilation and better furuishiug for tlie health and comfort of teachers and pupils; a more systematic grading of the schools ; more carefully devised and ar¬ ranged courses of study; teachers selected with greater care and better judgment, and / MASSACHUSETTS. 169 vastly improved methods of teaching ; iu a ^Yord, proofs that the true eud of the schools is clearly compreheuded and that all appliances, arrangements, and elforts are made to minister to that. FEMALE TEACHEKS. Of the persons employed as teachers in the past year one-eighth were males and seven-eighths females, the decrease of males for the year being 25, while the increase of females was 233. For upwards of 30 years this process of diminution in the number of male teachers and increase iu the number of female teachers has been going on. Dur¬ ing past years the board of education and the secretaries have frequently referred with apijrobation to the substitution of female for male teachers in the schools ; but the opinion is now expressed by the board that the time must come, if it has not actually arrived, when the best interests of education may require some limitation to this move¬ ment. The want of success, whether in respect to male or female teacher's, taken in the mass, is due not so much to the want of natural aptitude as to want of special preparation and adequate -experience. The great obstacle to the acquirement of the lieeded experience on the part of females is in the shortness of the period of their serv¬ ice, and this again is the reason why they do not make a more thorough preparation for the work. PHYSICAL CULTURE. The superintendent of the Boston schools, twelve years ago, made an earnest appeal to the board in behalf of physical education, urging the introduction into all grades of the schools of a thorough system of physical training as a part of school-culture. Since that time he reports that some progress has been made in this important branch of education. A vigor ous and effective system of military drill provided for the boys in the high schools has been of incalculable advantage. A gain in the score of health has been made by excluding from the primary schools children between 4 and 5 years of age. Another gain has been made in limiting the afternoon-sessions of the schools to two hours. Scliool-accommodatious have been improved. The average size of the school-rooms has been*increased, while the average number of pupils to a room has decreased The teachers take more pains than formerly to ventilate their rooms without exposing their pupils to cold draughts of air. By these and other means the average physical condition of the school-children has been improved. Still, in the opinion of the city-superintendent, there is great loom for further improvement. The aim should be not merely to avoid injuring the health of pupils while carrying- on their instruction in the schools, but to increase their physical strength and beauty ; and, in his opinion, that system of education is a failure which sends out into the world, to fight the battles of life, its finished graduates with narrow shoulders, fiat chests, crooked spines, pale faces, weak muscles, and low vital energy. He says : “ Our boys receive less physical injury fiom the-ir schooling than our girls. Nature helps the boy more. . He manages to get some wholesome play. But the poor girl is easily crushed under the terrible vreight of school-lessons. Her strong love of approbation, given her for a wise purpose, is easily made to work her physical ruin by the machinerj^ of ex¬ aminations.” He says further ; “ I do not hesitate to tell any mother iu Boston that in the present state of things the headship of a class iu school is not a very safe or desirable place for a girl to occupy and urges two items of immediate reform : first, that the rules restricting home-lessons be rigidly enforced aufl that our high- school-girls shall no longer be seen carrying home daily for study large bundles of class-books. SPECIAL INDUSTRIAL TRAINING. During the session of 1872 the legislature passed au act providing that the city-coun¬ cil of any city or town may establish and maintain one or more industrial schools and raise and appropriate the money necessary to render them efficient, such schools to be under the superintendence of the “ board of school-committee” of the city or .town, which shall employ the teachers and prescribe the arts, trades, and occupations to be taught; the ex])enses, however, of such school, iu no case to exceed the a])propriatiou specifically ma(le therefor. This act was passed in response to a recommendation of the board of education, made in 1871, iu the hope of devising a feasible plan for giv¬ ing, in the common schools of tlie cities and larger towns, additional instruction especially adapted to young persons who are acquiring practical skill iu mechanic or technic arts or are preparing for such pursuits. But the mti oduction of these branches into existing public schools was considered impracticable, since, besides the fact that we must go beyond the range of the present common-school-studies in selecting the desired technic branches, except drawing, and find them in the high-school-course, a great majority of children leave school before the completion of their grammar-school- studies, a mastery of which is a necessary preparation for efficient technic training; 170 EEPORT OF THE COMMISSIONER OF EDUCATION. and even were it otherwise the lower coarse is already overcrowded, and there is too much ground for the common complaint of the scanty attainments now made in these fundamental branches. If, therefore, technic instruction is to be given at all in schools of a public nature, it must be by the establishment of a class of schools anthor- ized in the foregoing act ; and at such a time as the present, when the demand for skilled labor in every department of mechanic industry is every day becoming more urgent, when, owing to the introduction of machinery and to false ideas resjiecting the relations of capital to labor, the system of apprenticeship is passing into disuse, its passage is a matter of congratulation, and it is hoped that the large cities and towns of the State will embrace the opportunity thus afforded to establish these schools in sufficient numbers, and with the necessary instructors and appliances, to fully solve the problem of their adaptation to advance the interests of the varied industries of the people. In respect to a higher industrial training, a good beginning has been made in the school for industrial science at Worcester, the Institute of Technology in Boston, and the Agricultural College in the Connecticut Valley, all recently fouuded and in suc¬ cessful operation. For the lower grade of industrial instruction, a partial — and, so far as it goes, a good — provision has been made in the formation of evening-classes for teach¬ ing industrial drawing in nearly all the cities and towns having 10,000 inhabitants. What is now wanted seems to be an enlargement of the scope of these evening- schools, so as to embrace, in addition to free-hand and mechanic drawing, the branches of knowledge connected with the several leading industries and the estab¬ lishment of them in all the towns where these industries have their seat, certainly in all having 5,000 inhabitants. The exten,sion of the annual sessions to a period of not less than four months and the opening of similar schools during the winter-months in towns which form the centers of agricultural portions of the Commonwealth, with courses of study and lectures adapted to the needs of such as intend to till the soil, are also recommended. SUGGESTIONS FOR PREPARATORY TECHNIC SCHOOLS. Moreover, to meet the wants of those who desire a more complete education, it is thought that there should be established, in the great manufacturing-centers, a mid¬ dle class of schools, receiving their pupils from the higher classes of the common schools on examination and carrying them through courses of not less than two years, adapted to their future specialties and fitting them for an intelligent and skillful pur¬ suit of their chosen calling or for admission to the highest grade of technic schools. Nor need the system rest here. Schools of the highest grade, whenever called for, may also be added to those already existing, such schools to have a permanent existence, secured by proper endowments. From the fifl^ or more academies in the State, many of which have outlived the wants which called them into being and are struo^gling for a precarious existence, selections might be made at convenient points, and the in¬ stitutions, endowed with a new life, be made to perform good service in the new held. INDUSTRIAL EDUCATION OF GIRLS. A report of the committee on industrial schools, made to the board of education, rec¬ ommends that sewing, which is now taught in three classes of the girls’ grammar- schools, be carried forward gradually into all the classes, by a gradual and progressive change, which need not interfere with the intellectual culture and training. They propose, also, that, as instruction in sewing is thus enlarged in the number of classes to which it is imparted, it shall be enlarged in the character and practical value of the instruction given, and that certainly in the first and second, and perhaps in the third, instruction shall be given in cutting, shaping, fitting, and thoroughly making girls’ and ladies’ garments, the requisite materials for this instruction to be furnished by the city, under the supervision of the committee on accounts. INDUSTRIAL DRAWING. During the last few years the subject of art-education has been more than once brought before the legislature ; and, in view of its high importance in connection with the improvement in the public schools and in relation to the jiromotion of the indus¬ trial interests of the State, attention is again invited to the subject. The provision of 1870, making drawing an obligatory branch in the public schools and requiring all cities and towns having a certain a'mount of population to give free instruction in in¬ dustrial and mechanic drawing to men and women, as well as to children, was the first step in the right direction, but it was not understood to be all the legislation that would be needed for the development of such a system of art-education as the interests of the community require. In the cities and larger towns a good beginning has been made in providing for instruction in elementary drawing in the public schools, but to MASSACHUSETTS. 171 give full effect to this part of the plan throughout the State it will probably be neces¬ sary to make special provisions in temporary drawing-classes, or otherwise, for the pre- patation of the great mass of the teachers for the work required of them. Soon after the orgauization of drawing-classes was commenced under the requirements of the act of 1870, it became apparent that the chief difficulty to be encountered in this move¬ ment was that of providing competent teachers. To remedy this difficulty a proposi¬ tion was laid before the committee on education of the legislature of last year for an appropriation of the sum of $10,000 for the establishment of a State normal art-school, where art-masters might receive the requisite training. Although the arguments in favor of that measure apparently satisfied the committee of its expediency, it was deemed best to postpone action upon it until its objects and bearings were more gene¬ rally understood. The board now respectfully urge upon the attention of the legisla¬ ture the importance of making immediate provision for the establishment of the pro¬ posed school for the thorough training of art-teachers. As stated in the last report of the secretary of the board, classes in industrial draw¬ ing had been formed, up to that date, in all but two or three of the cities and towns required bylaw to make provision for them, and pupils eagerly flocked to them in large numbers from mechanic and manufacturing establishments of every description. During the last year the progress in this branch has been equally encouraging. Per¬ haps no other educational improvement undertaken in the State ever met with more general and hearty favor than has been accorded to this. Whatever difference of opin¬ ion may exist as to the desirableness or practicability of esthetic culture as a branch of commou-school-education, there is now a tolerably general agreement among well- informed persons as to the commercial value of instruction in the various departments of industrial art, especially in a community largely engaged in mechanic and manu¬ facturing j)ursuits. STATE NORMAL ART-SCHOOL, BOSTON. The special purpose of this school, just above referred to, is to train teachers of drawing and of the arts of design. It is the first institution of the kind established in this country. The legislature in June, 1873, appropriated $7,500 for its expenses, and placed it under the direction of the board of education. Prof. Walter Smith, State-director of art-education, was appointed director of the school, and it was opened November 6. There have been admitted 107 pupils, of whom 39 are males and 68 females. Twenty-four students are already employed as teachers of drawing in public day-schools or free evening-classes. Tuition is free to those engaged as drawing- teachers in the State or who declare their intention to become' such. INDUSTRIAL DRAWING EXHIBITION. As a means of ascertaining what had been done in the different free industrial draw¬ ing-classes of the cities and towns where they had been established and of creating a deeper and more intelligent interest in art-education, an exhibition of the works pro¬ duced by the students was held in Boston on May 16, 17, and 18, 1872, in conjunction with that of the pupils of the Boston public schools, when the works of classes in eleven cities were exhibited. The occasion attracted a large number of visitors and evi¬ dently imparted a new impulse to the movement in favor of art-culture. A corre¬ spondent of a distant paper wrote at the time : “ There are 20,000 drawings on exhibition from the public scliools of Boston, and in the lower hall all the larger cities and towns and the Boston evening-schools have specimens. The technologic school is represented by a large number of designs for carpets and prints, which are very creditable. The mechanic drawings and the copies from casts are finely executed. The manner in which the creative spirit has be¬ come infused into the evening-school-instructions, also, is seen in the much larger num¬ ber of original designs this j'-ear in comparison with former years. A full set of draw¬ ings for an elaborate country residence, so com^ilete that a builder could take them and put up the house from them, is the work of a boy of 15 at the Haverhill school. And there is a boy of the same age who mill-men say should command a salary of $1,500 a year as designer, if the quality of his work is compared with others. The value of this movement, therefore, to the industrial interests of Massachusetts is at once apparent, while any and every form in which art embodies itself must be ultimately benefited by a release from the dead mechanic aims and methods of the old school. Boston’s ex¬ periment ought not to want interest for educators all over the country.” A pamphlet containing photographic 8i)ecimens mf man3^ of the drawings was x>ub- lished and sent abroad bj' the directors of the exhibition and was sufficiem; of itself to demonstrate the great measure of success attained in this department of the public- scbool-instruction. The delicacy of the lines, the x^erfection of the shading, and the beauty of many of the designs from even quite young children were remarkable at the slightest glance and called forth everywhere exijressions of admiration. 172 EEPORT OF THE COMJSHSSIONER OF EDUCATION. RAPID PROGRESS OP DRAV/ING-CLASSES. The committee on drawing in the Boston schools reports that the past year has. been one of satisfactory iirogress in the department under its charge. The general super¬ visor has given normal instruction to the teachers iu x^erspective- and in model-draw¬ ing and designs, in which lessons, as well as in those given in the hiigh and grammar- schools, several new subjects have been introduced, such as drawing from solid models and the i)ractice of original designs, by which the x)ux)ils are brought to combine ele¬ mentary, geometric, and plant-forms into patterns ax)proachiug in character to those used for wall-papers, calicoes, and similar articles of manufacture, which exercises comx)el the x^nxiil to think, to remember, to call ni)on his inventive faculties, teaching him the value of symmetry and harmony as resulting from repetition, balance of parts, and continuity. In a late letter addressed to the committee by the general supervisor, he thus expresses his general satisfaction at the actual progress of the schools in his department : “ Whatever x>rogress may be annually made in the future under the present scheme, which has been but a short time in operation, there will never be a time when it will be greater than it has been during the jjast year. From the monoto¬ nous drawing of one subject from flat cox)ies in drawing-books, the pupils have ad¬ vanced to the study of five subjects iu every class, and some of the classes include in that number the exercise of original design. The variety of the subjects iirevents the study of drawing from becoming monotonous, and, in the character of the exercises — such as memory, dictation, drawing, and design — every faculty of the mind is brought into gentle but wholesome ox)eratiou. Every teacher in the public schools to whom I have sx)oken on the subject informs me that drawing is now infinitely more interesting to the ximpils than it used to be, and that is quite sufficient to account for the fact that it is much better done.” BOSTON. In Boston the number of xmpils in attendance uxion the x>ublic schools — 38,688 — shows a slight increase over the total of the previous year. These impils are in charge of 1,001 teachers — 147 male and 854 female. These aggregates include 2,072 pupils and 95 teachers who belong to the evening-schools, leaving 36,234 pnx)ils and 906 teachers connected with the day-schools alone. Instruction is given in 103 school-houses, con¬ taining about 870 different rooms, the average number of pupils to a teacher being between 38 and 39. The whole amount paid iu salaries to teachers was $863,658.51, or an average of about $863 per teacher. The average cost xier year for each pu^jil iu the day-schools was : for tuition, $23.83 ; for all items, including school-houses and lots, care of buildings, school-apx)aratus, &.c.,- $33.57, Ihe whole number of pux)ils of all ages belonging to the public and ]U'ivate schools is considerably iu excess of the number of persons iu the city between 5 and 15 years of age, while the number between these ages belonging to the public and -jirivate schools is 92 i)er cent, of the whole number in the city ; and of the 7 per cent, not at¬ tending school, six-sevenths are x>retty well accounted for, making 99 x)er cent, in school or accounted for, while 1 jier cent, remains unaccount ed for. This shows that the num¬ ber of childreu who are growing up in the city without acquiring at least the rudi¬ ments of an education is very small. Working of truant-law. — The truant-law which has been in oxieratiou for twenty years has proved a powerful auxiliary in the warfare against ignorance. Indirectly the truant-officers have performed a valuable service, which perhaps was not anticipated when the law was enacted. They have, to a very great extent, been the means of making those classes of persons who do not appreciate the value of education at least feel the disgrace of voluntary ignorance. Let the sentiment once become universal among all classes of society that voluntary illiteracy is not only disgraceful but crim¬ inal, and there will be conqiaratively little need of the application of compulsory means to secure school-attendance. Special and evening-schools. — During the last year (1873) there have been in operation 17 sx)ecial schools, namely: two evening-drawing^schools, one evening high school, ten elementary evening-schools, two schools for licensed minors, one for deaf mutes, and one Kindergarten-school. The whole number of teachers enqiloyed iu these schools was 101 and their salaries amounted to $26,526.34. Evening-drawing-scliools. — The free-hand evening-drawing-school, with 4 instructors, had a maximum attendance of 95 ; minimum, 23 ; average attendance, 65 — males, 51 ; females, 14. The school in mechanic drawing, with six instructors, had an attendance of about 2u0, all males. It was divided into four deiiartments, one for ship-draughting, one for geometric drawing, one in architecture, and one in machine-drawing. The greater pqrt of these students were engaged iu some branch of industrial labor requir¬ ing skill in drawing for its most successful ]mrsuit. The evening high school has, from its commencement, constantly increased in num¬ bers and efficiency ; the average attendance for the last year was 225 against 150 for MASSACHUSETTS. 173 the preceding year. The wliole number connected with tbe school varied from 375 to 524. In. the elementary evening-schools the average nightly attendance was 920, against 887 for the preceding year. Schools for licensed minors : neivshoys and hoothlaclcs— In the two schools for licensed minors the average attendance during the last half year, (1873) 51, is less than half as large as it was during the corresponding six mouths of the previous year, a result of the fact that more of the newsboys than formerly attend the grammar- and primary schools. The schools for licensed minors were designed especially for newsboys and bootblacks, the former attending for a session of two hours in the morning, the latter for the same leuo-th of time in the afternoon, such attendance being indispensable to their obtaining licenses to pursue their avocations. The carrying out of this rule is in the hands of the truant-officer in co-operation with the police. These two schools in Boston have already wrought a radical change in the appearance and manners of the boys who are employed in selling papers and blacking boots, increasing their self-respect and stim¬ ulating their efforts for improvement. Those boys who do not attend with a fair de¬ gree of regularity are reported to the committee on licenses of the city-council, and their licenses are canceled, while boys applying for licenses are not allowed them unless they promise to attend school. The average number belonging to these schools during the last half of the year 1872 was 79 ; average attendance, 66. CAMBRIDGE. The report of the school-committee for 1874 says : From the high school to the pri¬ mary schools there has been a steady advance in the way of bringing in thought and casting out mere routine. More attention is given to the culture of the scholar’s mind through his senses. There is less confinement to the study of books and to recitations from memory. The teacher is more true to the name.” Books on natural science are ill all the schools and drawing is taught in all. Even in the high school it is a required study in all the classes except the first. Leigld 8 phonic sysiem. — Dr. Leigh’s phonic system of reading has been taught in the training-school since its establishment and with the best results. The class in this school numbers twenty members. The practice-school is large. Industrial training in the common schools. — It is thought that industrial education must gradually be ingrafted upon the school-system of Massachusetts, that the tyran¬ nic and exclusive power of various trade-unions, the restrictions enforced as to the number of apprentices, and the difficulties interposed in the way of learning some of the most common mechanic arts may not improbably impose upon school-boards the duty of providing some measure of industrial training. CHARLESTOWN. Here the opinion is steadily gaining ground that drawing is of intrinsic practical value, and should be, as it is by law, a part of the regular school-instruction. It has been found that while pupils may vary in tbeir aptitude for this, as for other studies, drawing can be learned by all as readily as arithmetic, grammar, or geography. FALL RIVER. Here the policy has been successfully pursued of engaging the graduates of the high school as teachers, in preference to those from abroad, other things being equal. Six young ladies who have taken the four-years course at the school will graduate from the normal class at the close of the present term, (1874.) Factory-children. — Since the establishment, in 1868, of the factory-school, in which the factory-children between 10 and 15 years of age are taught, the growth of the city ' has been rapid and the distance of the school from many of the mills is now so great as to make it necessary for many of the mill-children to attend the regular schools near their homes. GREENFIELD. An evening-school was opened early in the winter for three evenings in each week, and was well attended by young men and women and boys. The average attendance through the winter was about forty pupils, a majority of them being young lads of foreign parentage, who work through the day and have little or no opportunity for attending day-schools. Instruction was given in reading, spelling, arithmetic, book¬ keeping, and drawing. The experiment of an evening-school has been successful. LAWRENCE. The two evening-schools have been kept three evenings in the week. In no previous year has the attendance been more regular and the i)rogress made more gratifying. The importance of these schools is not likely to be exaggerated in the public mind. 174 REPORT OF THE COMMISSIONER OF EDUCATION. Drawing has been taught iii all the schools of the city for a little more than two years. The teachers have been successful in their efforts to prepare themselves to teach this new branch of study. The drawing-class for teachers, now pursuing its second term, is attended by most of the teachers in employment in the city. Two classes in mechanic drawing were formed — one an advanced class of about 18 ; the other one of beginners, with an average attendance of 25. The interest manifested and progress made were good. LOWELL. The school-committee’s report for 1872 says : “ The time seems near at hand when the high school will require a department devoted more especially to the technicalities of industrial education. The general dying -out of the old-fashioned appi’entice-system makes this want an increasing one. The Institute of Technology at Boston, the simi¬ lar school at Worcester, the Rensselaer Institute at Troy, and some lesser seminaries have given technic education an impetus in which it is not to be supposed that Lowell, with her immense industrial interests, will be slow to join.” The evening-schools here have never been so prosx>erous as during the year 1873; the number of scholars was never before so large, and the zest with which this means of education has been taken advantage of has seldom been equaled. The attendance upon school for the last year has been as good as could reasonably be expected. The teachers have exercised more than usual watchfulness and the law relating to the employment of children in the mills has been more strictly enforced than ever before. The number of cases investigated by the truant-commissioner was 567, of whom 103 were found to be truants, 70 doubtful, 394 satisfactorily excused, 40 arrested, 29 carried before court for sentence, and 11 put on i)robation and returned to school. LYNX. The number of pupils enrolled in the industrial drawing- school was 50, about one- half of whom retired, finding the study and practice of the art too arduous and re¬ quiring more time than they could afford. Of the class formed in 1871, the number who continued till the close of the term was less than one-third of that registered. Twenty ^tupils furnished drawings for the exhibition of industrial specimens of draw¬ ing at the Horticultural Hall in Boston, and, of these, four received honorable testimo¬ nials of their skill and proficiency. NEWBURYPORT. A great evil in this community, and one which greatly hinders the work in the schools, is truancy. It is a noticeable fact that nearly three-fourths of all criminals in the police-courts are juvenile offenders, who for the most part are truants. In 1864, a truant-school Was established, under enactments by the legislature in 1862, which was of the greatest efficiency in breaking up this hurtful and disorderly habit. After the school was put in successful operation and both parents and children found that the law would be enforced, not a truant could be seen upon the wharves or the streets. But the cost of the school was large, and for this reason it was discontinued. It is a matter suggested for the consideration of the city, whether the same result could not be secured at less expense. In the school for industrial drawing, enough has been accomplished to show that much more could be done, and to make it evident to those who have in charge the edu¬ cational agencies of the State that great and permanent good is to result from them. NEWTON. A training-school was established last year, (1873,) which it is hoped will furnish all the teachers needed for the primary and the lower grades of the grammar-schools; The course of instruction occupies one year. Most of the students are graduates of the high school. For the free evening-schools of industrial drawing, busts, models, and copies have been obtained at considerable expense from England and faithful and competent in¬ structors employed. The time given to drawing is 80 minutes per week ; in the primary schools the pupils draw on slates, in the high and grammar schools in books. The teaching has been mainly by the regular teachers, and many who at first doubted their ability have met with flattering success. Thus far, no pupils have been found who are utterly unable to learn. NORTHAMPTON. The mechanic and industrial drawing-schools were attended in 1872 by 171 and in 1873 by 104 students, among the best and leading citizens of the town. These classes MASSACHUSETTS. 175 are considered one of the most valuable parts of the free common-school-system. A lib¬ eral culture in scientilic and artistic studies, on the part of artisans and mechanics, is encouraged by this instruction, and it also leads to a more successful management of great manufacturing interests. . Drawing has been carefully pursued during the past year (1873) in most of the schools here. The directions and text-books of the art -master for the State were in the hands of each teacher and were of essential service. PITTSFIELD. In Pittsfield, attendance at school by the present law is rendered compulsory for three months in ePcCh year for every child between the ages of 8 and 14 years, six weeks of w'hich time shall be consecutive, with penalties for disobedience, except in certain special cases, while, at the same time, the towns are required to maintain their schools at least six months in the year. It is suggested that the statutes be so changed as to render attendance compulsory for the same period in which the maintenance of the schools is compulsory for the tax-payers. Two evening-schools were kept open during the winter of 1873, with an attendance of 358 pupils — 237 males and 121 females — the oldest members attending being 49 and 45 years. SALEM. Half-time-school. — The half-time-school at Naumkeag, established mainly for factory- children, has had an attendance during the year of 275 pupils, of whom 116 wmre not connected with the mill, but were picked up from the high-ways and by-ways, the rule being not to admit scholars here who belong to any regular school or who can be in¬ duced to attend the school to which he or she ought to belong. The afternoon-sessions wmre fuller than the forenoon, for the reason that they were attended by a num¬ ber of errand-boys engaged in stores and markets in the forenoon. Since the es¬ tablishment of this school, the nationality of its pupils has been gradually changing, until now 90 per cent, are French Canadians, and the teacher has recently been obliged to acquire a knowledge of the language spoken by a majority of her pupils, and now the exercises are carried on in both French and English. SPRINGFIELD. The half-time-school at Indian Orchard numbered (1872) about 30 pupils, who were in school three hours each afternoon for five days in the week, many of them making rapid progress. If the j)opulation of the village was sufficient to furnish another schoffi of equal size for a forenoon-session it would leave, it is thought, nothing more to be de¬ sired for such a school. The school for mechanic or industrial drawing, established in a small way two years ago, numbered for the year 1873 170 persons, mostly men, and embraced 26 different trades or occupations, more than half, however, being carpenters or machinists. The ages of the students ranged from 15 to 53 years, though more than half were between 20 and 40 years of age. Eighty-five young men and women were in attendance upon the evening-school, some just learning to read, others considerably advanced in their studies. TAENTON. 'N A free evening-school of industrial drawing was maintained for four months during the year 1873, the enrollment of pupils being 275; average number belonging, 154; average attendance, 101. The free industrial dra’wing-school has now become a per¬ manent institution of the city. A teachers’ drawing-class was organized and kept in operation during the year, in which elementary instruction was given twice a week in a course of lessons embracing free-hand, outline, geometric, memory, and perspective-drawing. WESTFIELD. The crowning evil here, and one which places an effectual bar to anything like sat¬ isfactory progress in the schools, is truancy and absenteeism. The former pertains, for the most part, to those schools which are located near the village ; the latter, though by far too common in the graded, is most damaging in the small mixed schools. Careful observation inclines to the belief that absenteeism in the vast majority of in¬ stances results from carelessness and indifference on the part of the parents rather than from the pupil’s aversion to attend to his school-duties. As a remedy for truancy it is recouiraended by the school-committee that the town, in accordance with statute-law relating to it, adopt by-laws for controlling and punishing it. 176 EEPORT OF THE COMMISSIONER OF EDUCATION. Previous to two years ago, vocal music bad been in tbe schools only as an exercise, attbe discretion of tbe teachers; at that time a teacher was employed to give scien¬ tific instruction in tbe study in all schools so located as to be accessible, and tbe result has been in a high degree satisfactory. WORCESTER. Tbe whole number of pupils enrolled in tbe schools of Worcester was considerably larger than that oftbe previous year, while tbe average attendance was less, owing partly to the opening two Roman-Catholic schools, bj" which about 500 children were withdrawn from the public schools, and partly to the withdrawal of children from school to work, as soon as they have attended during the period required by law. Of the whole num¬ ber registered in all the schools, except the evening-schools, less than 74 per cent, is the average number belonging for the year, and of this number less than 90 per cent, are in the schools daily, such absence involving a pecuniary loss of not less than $10,000. The disparity between the whole number registered and the average number belonging shows that the law requiring the attendance of all children of school-age during three months in the year is pretty thoroughly obeyed, about 2,000 children be¬ ing withdrawn from school at the end of that time. It is believed that were the time of compulsory attendance extended to the whole school-year, the eulbrcemeut of the law would be as complete as it is now and less difficult. TVorcester evening-drawing-scliools. — A public examination of these schools was held in March, 1871, at which the work of the school was exhibited and its aims set forth. Nearly every sheet was the wo-rk of plain men and women, come from their daily occu¬ pations to acquire some skill in a useful art of which they had felt the need, in view of which, andnf the general correctness of the work, the success of the classes was all that could have been expected. The necessity, however, was apparent for a larger variety of models, both mechanic and artistic, and an ax^propriatioii of |2,000 being made by the city for the i:»urpose, a collection adapted to the wants of the school was purchased in Europe, embracing among the life-size and heroic figures the Venus de Milo, Germa- nicus, a Discobolus, Dancing Faun, and busts of Ajrollo, Venus, Homer, &c. Provi¬ sion has been made for fitting a room to receive this collection, which it is ho^red may become in time an extensive art-gallery. Specimens were contributed for the use of the class of practical mechanics by manufacturers of machinery in the city and others, embracing numerous patterns of the various parts of machines and models of other articles, both useful and ornamental, and there is assurance that all which may be needed will be forthcoming as the wants arise. Five classes were in operation during the winter of 1872 ; an advanced class in free¬ hand drawing from casts, beginners in free-hand from the black-board, advanced me¬ chanic from models and flat cojjy, beginners mechanic from the black board, and a carpeuters’-class. Worcester free public library. — The x>ublic library of Worcester now contains 30,798 books, many of which are rare and valuable. During the year, 3,757 wmre added; the number given out was 73,264 ; number of new ax)plications made for books, 2,412 ; and the number of books lost, 151. More than 8,000 ^jersous asking information of the libra¬ rian were satisfactorily served. The reading-rooms are well stocked with ne^vspajrers and x)eriodicals, the number taken being 178. The exx)enses of this dexjartment were $10,723.65 and the income $1,954.74. The recent opening of the reading-room on Sunday has elicited considerable com¬ ment, and the success of the enterx)rise is not yet fully established, since it remains to be seen whether or not a sufficient number of persons have a desire to avail themselves of such a j)rivilege for the sole x)urpose of mental and moral advancement. HIGH SCHOOLS. The instrumentalities afforded for secondary education embrace the public high schools, which are a jiart of the public-school-system of the State, academies — both iucorx)orated and uniucoiqrorated — and both State and city normal schools. These are maintained according to law in 132 cities and towns having 500 families and also in 44 others, which, not [rossessingthat amount of xiopulation, are not required to sustain them. In all, 191 are rexrorted as existing. As an evidence of the progress made during the x>ast 35 years, it is mentioned that two high-school-buildings recently erected have cost as much as the entire valuation of the 3,000 school-houses in the State 35 years ago, viz, tbe girls’ high school in Boston, costing over $300,000, and the Wor¬ cester high school, costing about $200,000. The latter is a building of great elegance ; the former, although plainer, is substantial and comfortable in a high degree. It has also been xmoposed to erect a building for the Latin and English high school for boys in Boston, which, including every expense, shall cost more than a million of dollars and be a model of its kind. MASSACHUSETTS. 177 The average number of pupils in attendance upon the high schools in Boston during the past year was 139 in excess of the number belonging during the preceding year. The total number graduating at the close of the year from the four public high schools of this city was 327, of whom 145 were boys and 182 girls. BOSTON LATIN HIGH SCHOOL. The Latin school, with an enrollment of 207 pupils, had an average attendance dur¬ ing the year of 195 pupils, and at its close awarded diplomas to 18 graduates, 15 of W'hom entered Harvard University. BOSTON ENGLISH HIGH SCHOOL. In the English high school it is stated that a much larger proportion of boys remain of late years to complete the three-years course at the school than formerly, and the per¬ centage of graduation this year is three-fold what it was ten years ago. The girls’ high and normal school from this time takes a new name and a new role. Instituted originally as a normal school and afterward converted into a girls’ high and normal school, it now becomes, by the eliulination from its curriculum of whatever is peculiar to a normal or training-school, a girls’ high school in name and purpose. Henceforth it is to be an institution for the higher general education and culture of young ladies, without special regard to the particular pursuits in which they may en- gage. The Roxbury high school,* open to both boys and girls, maintains its high rank as a vigorous, thorough, and successful school. The total attendance during the year was 234. The average number of pupils belonging during the last half of the year 1872 was 194 — boys, 91 ; girls, 103. At the close of the year graduating-diplomas were awarded to a class of 42 — 14 boys and 28 girls. The Dorchester high school was established in 1852 on the plan of the ordinary Mas¬ sachusetts high school, which character it still retains, in this respect being essen¬ tially different from the other high schools of the city. The public Latin school is in¬ tended solely for young men who intend to enter college ; the English high school, for those who desire a general advanced culture as a preparation for active business ; and the girls’ high school, for the education of young ladies in the higher branches. The Dorchester high school receives pupils of all these three classes, fitting young men for college and supplementing the education of both sexes in the advanced studies. It is reported to bo a thoroughly-equipped school, with accommodations of the highest order and a broad and liberal course of study. At the close of the school- year a class of 43 graduated — 14 boys and 29 girls. Standing as they do at the head of the public-school-system of the State, the influ¬ ence exerted by the high schools of Massachusetts upon all of a lower grade cannot be overestimated. The general opinion given in the reports of school-committees upon this point is expressed by the following extract from that of Worcester: “The high school, attractive, attainable, invites to' broader fields of study, arouses the am¬ bition and stimulates the dormant energies of boys and girls at every stage below it¬ self, and, if they never reach its doors, they at least press further towards them.” The school-committee of another town yet without a high school reports that the simple hope of having one has exerted a beneficial influence upon all the lower grades of schools, stimulating dull and negligent pupils to industry. ACADEMIES. The 58 incorporated academies report 4,265 as an average number of pupils taught within the year, being an increase over the past of 1,320 pupils. The total amount paid in these institutions for tuition during the year was $175,185.73, an increase over the previous year of $60,049.58. Among the schools of the academic class, open to both boys and girls, are the Dean Acad¬ emy, Franklin, with 8 instructors and 254 pupils ; Monson Academy, Monson, 6 in¬ structors and 146 pupils ; the Hitchcock Free High School, at Brimfield, endowed in 1855, by S. A. Hitchcock, esq., teachers 4, pupils 127 — 62 boys and 65 girls ; the South Berk¬ shire Institute, New Marlboro’, offering a thorough academic education to boys and girls, with 6 teachers and 65 pupils ; the Lawrence Academy, Falmouth, with 3 instructors and 33 pupils ; and Leicester Academy, at Leicester, incorporated in 1784, teachers 5, puiiils in attendance 94 — 57 boys and 37 girls. The English and Classical School for Boys, at 161 Fremont street, Boston, established in 1860, on the plan of some of the best European seminaries, and Edwards’ Place *Thi8 high Bchool is practically relieved of the work of fitting young men for college by the Roxbury Latin School, an excellent institution, free to its pupils, but not under the control of the school-committec. 12 E 178 REPORT OF THE COMMISSIONER OF* EDUCATION. School, at Stockhridge, prepare a limited numher of hoys for college. Wesleyan Acad¬ emy, at Wilbraham, opens its winter-course (1873) v. ith 387 students, over one-half of whom are pursuing classic studies. There is also the Highland Military Academy, at Worcester, the name of which sufQcieutly indicates its specialty, and Adams Acad¬ emy at Quincy, founded and endowed hy President John Adams in 1822. Abbot Academy, at Andover, is exclusively for the education of young women ; at¬ tendance during the year, 13G pupils ; while the Phillips Academy at the same place, with 9 instructors, 155 pupils in its classic department, and 97 in its English, stands, by general consent, among the highest institutions for secondary education in New England. It has, in 1873, graduated 61 students and sent more than 40 of them to the colleges,* Williston Seminary, at East Hampton, coming little, if at all, behind, with 8 teachers, 108 classic students, 100 scientific, and 29 English. The number of unin¬ corporated academies in the State, including the private schools, is 463 ; total number of liupils not given. Distinct returns from 34 schools in various localities, besides the ones specifically indicated, enable us to ascertain to some extent the general comx)Osition of such insti¬ tutions, as well as the character of the instruction given in them. The number of teachers in these is 195 ; of pupils, 3,745, an average of about 1 teacher to 20 scholars. In all these schools, save 10, the two sexes are taught. In all but 7, the ancient languages form a, portion of the course, and in all but 10, the modern, there being in the formei? 1,210 pupils and in the latter 1,681. In one, the boys’ high school of Boston, all the 570 pupils are said to be engaged in studying French. In another, the girls’ high school of the same place, all the 640 pupils are reported as students of both the classic and modern languages. Music, mainly vocal, is taught is 26 of these schools ; drawing in 22. In 15 there is a chemic laboratory ; in 24 some astronomic or philo¬ sophic apparatus; and in 23 there are libraries of from 25 to 3,000 volumes. PREPARATORY SCnOOLS. The schools from which information has been received devoting themselves especially to the work of preparation for college number 17 and report an aggregate of 1,585 pupils in classic studies, 832 in scientific, and 420 in English and preparatory classes. In 14 of these schools the pupils engaged in classic and scientific studies are divided as follows : in advanced classes, 430 ; in senior, 353 ; junior or second-grade, 506 ; mid¬ dle, or third, 657 ; lowest, or fourth, 254. In the remaining 3 schools the pupils were not thus classified, but had, in classic studies, 221 pupils. All except 2 of these schools have libraries, ranging in extent from 12 volumes to 6,000; 9 have chemic laboratories, 6 have cabinets of natural history, 11 philosophic cabinets, 6 gymnasia, and 1 has an astronomic observatory. NORMAL SCHOOLS. The four normal schools, supported at the expense of the State for the professional training of teachers, are, as reported by the board of education, in a sound and pros¬ perous condition, doing the work for which they were designed wdth efficiency and success. The demand for teachers who have enjoyed the advantages of the instruction they afford is constantly increasing and is much greater than the supply. The num¬ ber of pupils in attendance during the last year was larger than that of any previous year, the whole number admitted being 329, of whom 186 graduated. The classes in the advanced course of study are fullj" organized, and, although not large, enough has been done to vindicate the wisdom of the plan. The graduates have found eligible places at fair wages and have been successful in their chosen work. In the Framingham school the number of pupils under Instruction during the year was 165, of whom 40 graduated, 20 leaving without finishing the course. Within two years the graduates of the school have contributed a sum of money for the purchase of casts to adorn the main hall, and during the year the grounds have been much im¬ proved and needed repairs made on the school-building. The growth of the school is retarded by the limited accommodations of the boarding-building. The Salem school is reported as in a highly satisfactory condition. The number of different pupils under instruction during the year was 226; graduates, 54 ; 37 pupils received State-aid, and 26 received aid from the income of the Bowditch fund. Dur¬ ing the year 14 volumes were added to the general library, 11 by purchase and 3 by gift, and to the text-book library 392. The Bridgewater school reports an attendance larger than that of preceding years. Tbe enlargement of the school-building, completed about a year ago, has greatly in¬ creased the facilities for instruction, and the school-building has been further improved by the introduction of a complete steam-heating and ventilating apparatus. The num- * A new principal, the Rev. C. F. B. Bancroft, well known as a succesful educator, has succeeded here the retiring: one, F. W. Tilton, A. 3L, who enters on the headmastership of the Rogers High School, Newport, Rhode Island. MASSACHUSETTS. 179 ber of pnpils admitted during the year was 82, of whom 64 were ladies and 18 gentle¬ men. The whole number in attendance during the year was 197 — ladies, 157 ; gentle¬ men, 40 — number of graduates, 57. State- aid was afforded to 40 — 28 ladies and 12 gen¬ tlemen. Thoroughness is aimed at alike in the subjects studied and in the methods pursued. lu the Westfield normal school the attendance was 162, of whom 141 were ladies. Of these, 41 graduated, 34 of whom were ladies. State-aid was received by 115 i)upils — 102 ladies and 13 gentlemen. The advanced course of instruction was taken by 14 pupils who had previously graduated, thereby enabling them to respond to the in¬ creasing demand which is made for teachers in high schools and training-schools. Valuable additions have been made to the cabinet during the year by the generous and thoughtful gifts of friends. Hon. H. L. Dawes has presented a large and rare collec¬ tion of minerals, a gift which is most gratefully appreciated by the school. A board¬ ing-house for the school, for which the legislature appropriated $75,000, has been erected, which will furnish the pupils better accommodation at largely reduced rates. In addition to these provisions made by the State for the professional training of teachers, several towns and cities sustain either normal schools or training-classes for teachers in connection with the public high school or with the graded schools of the town. The normal school of Boston, for many years a department of the girls’ high and normal school, has recently been made by the city-board of education a distinct normal school. Established by the city twenty years ago, in consequence of a demand for provis¬ ion for the higher education of girls who did uot intend to become teachers, it became both a high and normal school, and though it never entirely lost its normal character¬ istics, those of a high school have predominated. It is believed by the board of education that far better results would have been at¬ tained by two separate organizations, since institutions become more efficient in pro¬ portion as their functions are limited and distinctly defined ; and in accordance with such views it was determined to have a separate high school for girls and a separate normal school for the training of female teachers. The new school is open to all who can present a certificate of graduation in the usual high-school-studies. At its com¬ mencement, in September, 1872, over 50 pupils were received. The normal-school-building at Worcester, now jirobably completed, is a noble edifice, worthy of the Commonwealth and of the object for which it stands. With this and the normal school in Boston in operation, the Commonwealth may boast of six schools of the first class. HARVARD UNIVERSITY. Changes. — President Eliot, in an address delivered at the last commencement of the uni¬ versity, indicated certain clianges which have taken place within the past year in the college-regulations and in the requisites for admission. By a recent vote of the corpora¬ tion, passed at the instance of the academic council, a body comprising all the pro¬ fessors of the university, the rule which prevails at some of the southern and western universities was adopted, that a member of one department can attend any of the instructions given in the others. Thus, a law-student can study history or political economy with the college-classes; a medical student can pursue chemistry or zoology; a scientific student can study German in Holden Chapel or human anatomy at the medical college. The professional schools of the college are, more¬ over, now characterized by a discipline as thorough and a spirit as liberal as those of the college itself, and the term of residence in several of these professional schools has been lengthened. Important changes have been made in the requisites for admis¬ sion to college. A portion of the Latin now demanded for admission has been aban¬ doned in favor of Koman history, and in three successive years three additions to the present requisites will be made ; in 1874, English ; in 1875, the elements of French or German ; in 1876, the rudiments of one or two natural sciences besides. These changes have been made after much deliberation and careful consultation with the heads of preparatory schools and academies. In 1874 and thereafter the examination for admis¬ sion to college will be divisible into two parts, so that the candidate, if he please, can pass a part in one year and thp rest in another, returning to school in the interval. In the scientific school English, French or German, Latin, and the rudiments of some natural science are to be added, in 1874, to the present requisitions for admission, the scientific professions demanding as thoroughly-edncated men as the learned profes¬ sions. Local examinations of girls. — One other step has been taken during the past year by the college which, as President Eliot remarks, “ has some significance, but rather because of its direction than of its length.” Last summer the Womau’s Educational Association of Boston asked the corporation, through a committee, if the university would hold exam¬ inations for young women at Boston on the general plan of the local examinations which have for several years been successfully conducted by the universities of Oxford, Cam¬ bridge, London, and Edinburgh. After consulting the overseers, the corporation said that 180 REPORT OF THE COMMISSIONER OF EDUCATION. they would. A committee of the faculty thereupon examined and compared the courses of study in a number of schools' and academies for girls, discussed the length and breadth of the attainments which it would be reasonable for the present to expect, and arranged a scheme of examinations in two grades, to be held for the first time in 1874. The Woman’s Educational Association published the detailed programme of these examinations, with a circular of its own, giving information about fees, lodging, ben¬ eficiary aid, and other like matters. People naturally ask What good can examina¬ tions by the university do when the university does not teach girls ? They can do precisely the same service for girls’ schools that college-admission-examinations havo done for preparatory schools for boys : they can set a standard and prescribe a pro¬ gramme of study for several years of life between 12 and 18. There is now no standard for girls’ schools ; no means of publicly comparing one school with an¬ other; no goal for pupils or teachers. These deficiencies the proposed examination for women may in jiart supply. The examinations will be held in any town or city where an association of women may be organized to take charge of the candidates and do the loeal part of the business, and may also promise a reasonable number of candi¬ dates. Legacies. — In the spring of 1872 the corporation received a legacy of $100,000 from the late James Arnold, of New Bedford. Two-thirds of the income of this fund is to be accu¬ mulated until the fund amounts to at least $150,000, and the Bussey estate passes com¬ pletely into the hands of the j)resident and fellows. It will then be the duty of the university to establish with this fund a professorship of tree-culture and to maintain an arboretum upon a specified portion of the Bussey estate, which will be laid out as an open park, with, suitable walks and roadways. A legacy of $150,000, left many years ago to Harvard, has recently become available by the death of the widow of the donor. The interest of this bequest is to be api3lied to the support of graduates in foreign travel and study, and will support three men abroad, while the gift of Hon. George Bancroft for the same purpose supports one, so that Harvard can now give to four of her graduates the benefit of this means of im¬ provement. Subscriptions to Memorial Rail. — During the year 1873 there was added to the Memo¬ rial Hall Fund $23,760.05, making the sum total $127,950.85. Expended during the year for construction, $82,722.30 ; at present on hand towards the erection of the build¬ ing, $119,958.65; subscriptions yet unpaid, with interest, amount to $24,707.82. The building will x^robably be completed so as to be ready for use at the commencement of 1875. Loss by Boston fire. — The university lost heavily by the Boston fire of 1872, its prop¬ erty in the burned district, including the land, being valued at $562,000, making an act¬ ual loss of $200,000. The annual rental of the buildings destroyecl was $38,000, funds relied upon for the current expenses' of the institucion. An appeal of the president and fellows to the fiieuds of the university secured the subscription of a considerable portion of the amount, and it is hoped that the whole may yet be made up. BOSTON UNIVERSITY. Incorporated in 1869, the charter and general statutes of this new institution provide for the building-up of a group of collegiate and post-collegiate schools, in which all forms of professional and general education may be accessible to both sexes. A prepar¬ atory academy, two colleges, and four post-collegiate professional schools are already established, embracing schools of theology, law, medicine, and oratory, and colleges of liberal arts and musie. The preparatory academy and school of theology are old schools incorporated into the new organization. The college of liberal arts Avas opened in September, 1873, with a class of 20, of whom 4 were ladies. The sehool of oratory, with a two-years course for persons already liberally educated, claims to be the first of its class in the country for the express training of professors of elocution and ora¬ tory. It is based on the fact that the call for instructors in this line in the colleges, professional schools, and high schools of our States is steadily increasing, that the po¬ sitions offered are desirable and the compensation tempting, while yet, from lack of fa¬ cilities for i)reparation, the supply is very small. The school opened October 21, 1873, Avheii 12 students entered for a full course and over 100 for shorter special courses. Ladies are admitted here, as to the other schools, on the same terms as gentlemen. The college of music offers a three-years course for graduates of musical conservatories and began the year with a class of 25. The whole number of professors, lecturers, and other instructors in this uniA’-ersity is 87, Avhile one or two additional departments are already in process of organization. AMHERST COLLEGE. At a meeting of the trustees, December 1, 1873, the board is reported to have referred to a committee, of Avhich President Stearns is chairman, the selection of a professor of rhetoric to succeed Prof L. C. Seelye, resigned, and to have committed to the faculty the determination of candidates for the degree of A. M., requiring that those MASSACHUSETTS. 181 seeking this degree in course should have been graduated for at least three years, and have spent two of these in professional studies or some other form of lil^eral culture. They also ordered the printing of a revised edition of the college-laws. The report of the jtreasurer for the year showed that, though the term-bills had reached .$28,000 and the receipts from general funds $19,480, there was still an excess of expenditures over receipts of $0,000; and this though the total of college-funds is said to be now $666,000. The cheapening of a liberal education to the students is thus obviously expensive to the colleges themselves. Besides liberal aid to meritorious students intending to study for the ministry, the college is enabled, by the generosity of friends, to offer prizes of from $10 to $100 for excellence in various studies. To these a new one has been added during the year by Mr. S. H. Washburn, of New York. He proposes to give $100 a year to the class that shall most faithfully avail itself of the advantages of the department of physical edu¬ cation. This department possesses an extensive gymnasium for its use, and at an ap¬ pointed hour each class is recpiired to present itself here and engage in exercise under the direction of the professor, who is an educated i)hysician and is expected to make’ himself familiar with the xffiysical condition of each student and adapt his instructions to individual needs. WILLIAMS COLLEGE. The course here has been somewhat modified, modern languages taking a portion of the time once given to the Greek and Latin, which become optional in the junior-year, while scientific studies, illustrated by appropriate apparatus, occupy an honored place with increased facilities for study. And besides the aid afforded indigent students by endowed scholarships, the trustees and alumni have built and furnished a new board¬ ing-hall, the use of which, with its equipments, will be free to all that need this help, while any income arising from the rent of rooms to those able to pay for them will go to lessen the charges to the others for their board. An improving library and a much-enlarged museum, with extensive additions to the botanic collection, are reported. Physical culture receives here, as at Amherst, a fair share of attention, the general principles of hygiene, with special reference to student-life, being explained by the president to the freshmen, while those of the more advanced classes receive instruc¬ tion in physiology and anatomy for better understanding of the laws of health, out¬ door-sports and exercises being also encouraged. TUFTS COLLEGE, COLLEGE HILL. Besides the regular college-course of four years, there is here a philosophic course of two years and engineering and theologic courses of three years each. But though these are open to all who desire them, even without a college-training, the full coHo- giate course is earnestly recommended to all who are prepared to enter on it, especially to the students of theology, the call in all professions, and emphatically in the cleric, being for men of liberal culture, prepared to handle clearly and instructively the va¬ rious great questions of the day. To worthy young men who desire to enter the min¬ istry, aid is rendered by a system of loans, to be repaid after gi-aduation ; besides which there are in the gift of the college 27 scholarships — 15 of $60 and 12 of $100 each, di¬ minishing by that amount the expense of education for each year. As in most of the colleges, there are, too, prizes fur excellence in certain lines of study, ranging in value from $10 to $20. COLLEGE OF THE HOLY CROSS, WORCESTER. The object of tbis institution is to prepare youth either for a professional or commer¬ cial life. Its course of studies embraces in its whole extent a period of seven years, of which three are given to the preparatory and junior-classes and the remainder to the senior. The last of these years is devoted exclusively to the study of rational philoso¬ phy and natural sciences. The study of the French language is a part of the college- course. Other modern languages may be taught, if required, but, like music and draw¬ ing, form the basis of a separate chai'ge. In the course of rational philosophy the text¬ books are Latin, and that language is commonly used in the daily lectures and dispu¬ tations. WELLESLEY COLLEGE. Henry F. Durant, esq., this year completes a college for girls, located at Needham, Massachusetts, to be known as Wellesley College. Tlie building is 600 feet in length, 150 feet wide, and five stories high in the main building. The course of study and regulations of this institution are not yet dcv'cloped. It is, however, stated that the pupils are to be taught cooking and all the light kinds of house- work, and are them¬ selves to do house-work, in the manner of the Mt. Holyoke Seminary. The generous founder of the college is said to have devoted $1,000,000 to this efiort to improve the edu¬ cation of young girls. This and the Smith College for the higher education of the sex, already. located at Northampton, with Prof. Seclye, from Amherst, at its head, and 182 REPORT OF THE COMMISSIONER OF EDUCATION. Prof. Clarke, the late principal of Williston Seminary, in its chair of languages, will form a large addition to the opportunities of women for reaching the highest cul¬ ture practicable. As one means of securing, with this culture, the retention of the special characteristics of the sex, it has been proposed — with what success has yet to be developed — that the young ladies, in the progress of their education, should not be shut up ill a semi-conventual seclusion, but be distributed among the families of the professors, introduced to the church-work of the congregations in their neighborhood, and allowed to share, in a free social intercourse with families, the society of the other sex. Statistical summary of universities and colleges. Names of universities and colleges. Amherst College . Boston College . Boston University . .. College of the Holy Cross . Harvard College . Tufts College . Williams College .... Number of students. 303 130 *20 145 706 6? 136 Corporate property, &c. 300, 000 t2, 305, 684 1, 044, 430 500, OOU o| QQ III $500, 000 500, 000 150, 000 140, 716 200, 000; ° g p o a $600, 000 0 a •- p o a => $550, 000 0 598, 147 300, 000 a a a « o P $33, 000 0 1261, 902 37, 741 20, 000 S i 5 Q) S' O Pi $28, 000 30, 000 9, 423 10, 001. a > b c3 i. a E3 39, 000 5, 000 8, 000 136, 000 13, 000 15, 000 * This department only recently opened and not yet fully organized. T Includes funds of the university, college, library, observatory, and Bussey Institution, not those of the di¬ vinity-, law-schools, &c., which will be found under their proper heads. Besides all these, there are various trust-funds for special purposes, bringing the whole aggregate of property in the various departments up to $2,765,110.61. COLLEGES FOR WOMEN. Eight colleges, seminaries, and institutes for young ladies report statistics for the year 4873, in which there is an aggregate attendance of 1,188 students, only 75 of whom are reported in preparatory departments, v/ith 131 professors and instructors, 41 of whom are gentlemen. Four of these institutions give the number of pupils in the different college-years as follows : freshman, 264; sophomore, 191 ; junior, 145; senior, 153. In special or partial courses there were 68, and in post-graduate-studies, 5. The return from one of the four in which no report is made of collegiate classification, the Lasseli Seminary, at Auburndale, states that, while strictly speaking that institution has no collegiate department, its course of study is as comprehensive as that of the best of female-colleges. Music, generally both vocal and instrumental, is taught in all these colleges ; drawing in all but one, and painting in all but two ; French and German in all but one, in which the place of German is filled by Italian and Spanish ; in another Italian is added to the French and German. Five of these institutions have chemic laborato¬ ries, 6 philosophic cabinets, 4 natural-history-museums; one has an astronomic observ¬ atory, and one without the observatory has a telescope ; 4 have at least the beginning of an art -gallery, and 5 have each a gymnasium. All but 5 have libraries, the largest, that of Mt. Holyoke, numbering 8,78.2 volumes ; the smallest, 1,500. MASSACHUSETTS AGRICULTURAL COLLEGE, AMHERST. The course of instruction here occupies four years and is so arranged as to combine the largest practicable literary and scientific culture with the theory and art of agricul¬ ture and horticulture. Civil engineering, veterinary medicine, chemistry, and mili¬ tary tactics are prominent in the regular curriculum. It is intended that every grad¬ uate shall be rendered familiar with the principles and methods of agriculture, with special reference to those branches of farming best adapted to Massachusetts. The graduates are taught to write and spe,ak English correctly and to translate German and French with facility. The scientific course is made as thorough as possible and every science is taught with constant reference to its application to agriculture. Each topic is discussed in the lecture-room and again in the plant-house or the field, where every student is obliged to labor. In the military department the forms and customs of the Regular Army are adhered to. It is not supposed possible to give a complete knowledge of the art of war, but it is intended that every graduate shall be able to or¬ ganize, clothe, equip, drill, and command a regiment in conformity with the uniform system of standing armies. " The appreciation of the college by the people is indicated by the steady increase in MASSACHUSETTS. 183 the number of its students since the opening. Beginning in 1867, with but 56 students, the following year the number had increased to 85 ; in 1869, to 119 ; in 1870, to 147 ; in 1871, to 166; and in 1872, to 171. The college-faculty consists of the x^residcnt, who is one of the professors at Amherst College, with eight resident professors and a few non¬ resident lecturers. WORCESTER COUNTY FREE INSTITUTE OF INDUSTRIAL SCIENCE. This technic school, located in the center of a thriving and extensive manufactur¬ ing-district, and thus possessing opportunities for observing various forms of practical industry, is now fully organized and has graduated two classes. The ease with which most of these young men have at once secured honorable and lucrative employment, confirms the trustees in their confidence in the soundness of the general xorincijrles upon which the school is organized and carried on. In scope and purpose, essentially like the technic schools of Europe, it yet gives special prominence to the practical ele¬ ment, being designed to meet the wants of those wjio do not desire, or cannot obtain, a so-called liberal education, and to afford them a system of training for the duties of active life broader and better than the popular method of learning a trade and more simple and practical than the ordinary college-training. Established by the joint mu¬ nificence of John Boynton, esq., Hon. Ichabod Washburn, and Hon. Stephen Salis¬ bury, no expense is incurred for tuition to students residing in Worcester County and to others the rate is very low. Three years are required to complete the course of in¬ struction in all departments, except that of mechanics, in which a half year longer is necessary, the first term being spent in the apprentice-class, the members of which are required to work in the shoj) eight hours daily. By this means is acquired an ease in the use of tools and in the management of machines, w’^hich is of especial value. With this, too, are united the discipline and culture of free-hand drawing, bringing the judg¬ ment and the taste under constant and careful training. MASSACHUSETTS INSTITUTE OF TECHNOLOGY. This important institution provides for students a series of scientific and literary studies and exercises so selected and arranged as to offer a liberal and practical educa¬ tion for active pursuits, as well as a thorough training for scientific professions. Tea regular courses, each extending through four years, have been established, as follows : (1) A course in civil and toi^ographic engineering, (2) one in mechanic engineering, (3) one in geology and mining-engineering, (4) one in building and architecture, (5) one in chemistry, (6) one in metallurgy, (7) one in natural history, (8) one in physics, (9) one in science and literature, and (10) one in iihilosophy. These courses are iden¬ tical during the first year ; but for the three remaining years the studies in each course are selecti^d and arranged with reference to the end in view. For proficiency in any of these courses the degree of Sc. B. (bachelor of science) is conferred, while for ad¬ vanced courses beyond these, for which arrangements have been made, the degree of doctor of science may be bestowed. The catalogue for 1873-’74 shows a total of 303 students, of whom 182 are candidates for a degree and 2 are resident graduates. A society of arts connected with the institution numbers 350 members, and holds bi¬ monthly meetings, at which are presented communications on applied science, with machines and ax)paratus illustrating important inventions in the mechanic and useful arts. Students of the institution may be present at these meetings by permission of the secretary. Statistical summary of schools for inofesslonal Instimction. Names of schools for pro¬ fessional instruction. Corps of instruction. | Endowed professorships. Number of stu¬ dents. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of endow¬ ment. Amount of produc¬ tive funds. 1 Income from pro¬ ductive tuuds. Receipts for last year from all other sources. Preparatory, 1 Scientific. SCHOOLS OF THEOLOGY. Andover Theological Sem- , inarv . . . . 10 7 $750, 000 $190, 000 $530, 000 $44, 000 31, 700 Boston Union School of Theology . 14 5, 000 Divinity School of Har¬ vard University . 7 5 2 2 146, 737 $10, 609 JG, 000 184 KEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of schools for professional instruction — Contiuued. Names of schools for pro¬ fessional instruction. Corps of instruction. Endowed professorships. No. of students. Corporate property, &c. Number of volumes in library. Preparatory. Scientific. j Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOLS OF THEOLOGY. Episcopal Theological 4 IS! $320, 000 $220, 000 $100, 000 $6, 500 $4, 500 1, 000 New Church Theological 3 0 27, 000 27, 000 625 650 Nc-wtou Theological Insti- 6 5 450, 000 125, 000 300, 000 21, 000 1,360 12, 070 TutLs College divinity- school . 10 SCHOOLS OF LAW. Boston University school of law . 12 1, 200 Law-school of Harvard University . 5 36, 782 *22, 915 15, 000 SCHOOLS OF MEDICINE. Boston University school of medicine . 33 67 Medical school, Harvard U niversity _ _ _ 29 171 5 47, 123 *30, 865 2, 000 New England Female Medical Colleget . 33 26 100, 000 15, 000 Boston Dental College. . . . 10 0 0 1, 400 Dental school, Harvard University _ ........ 14 98 18, 000 3, 500 Massachusetts College of Pharmacy _ _ 3 8.1 3, 000 Jl, 000 2, 000 140 3, 050 400 SCHOOLS OF SCIENCE. Massachusetts Agricul¬ tural College . . 18 95 500, 000 250, 000 $250, 000 250, 000 15, 000 10, 000 4, 000 Massachusetts Institute of Technology _ _ 36 353 500, 000 200, 000 49, 000 2, 000 Lawrence Scientific School, Harvard Univer- . . - . 22 42 228, 784 *20, 813 Worcester County Free Institute of Industrial Science . . 10 .... 16 105 200, 000 367, 000 367, 000 24, 000 1,400 500 * Total income. t Connected with Boston University. | Apparatus. PUBLIC LIBRARIES. According to returns in 1860, there were 45 free public libraries, containing 201,706 volumes, with annual additions of not less than 22,000 volumes and delivering annu¬ ally over 500,000 volumes. In 1866, there were returned 50 public libraries, with 345,588 volumes, annual additions of 19,995 volumes, and with an annual delivery of 886,172 volumes. According to returns of 1872, there were 82 free public libraries in 82 cities and towns, containing 564,479 volumes, with an addition in 1871 of 50,130 vol¬ umes, and delivering during the year 1,345,179 volumes. Of social libraries, there were, in 108 cities and towns, 213, containing 777,569 vol¬ umes. Total number of volumes in libraries returned, 1,342,048, exclusive of private and Sunday-school-libraries. STATE PRIMARY SCHOOL AND ALMSHOUSE. In February, 1872, the character of this institution was changed by the abolition by the legislature of the almshouse-department of it, that having been regarded as an ob¬ stacle to the success of the primary school. The children now feel that they are not in a poorhouse, and that the name of pauper will not follow them when they go out. The institution is now devoted entirely to the education and reformation of the young. A majority of the children are admitted to it from the courts, most of them having MASSACHUSETTS. 185 lived upon tbo streets of cities in idleness or been at work in tlie mills like human machines. Comiug from such scenes nnany seem thoroughly conversant with evil, and yet are ignorant of the commonest em])ioyinents of the household or of the farm. Hence an important part of their education here is the instruction of the boys in tarm- aud of the girls in house-work. Most of them are sent out eventually into familie.s, to remain for a term of years, thouf^li some, not desired by families, in consequence of bodily intirmities, remain a long time at the school. It is therefore intended to lit up work-rooms in which such unfortunates may be taught suitable useful trades or em¬ ployments. During the year 1872, 1G8 children went out into families — 125 boys and 45 girls— and 79 of those in places returned. The number of children in the primary school was, at the latest rej^ort, 355 — 273 boys and 82 girls. CLAUKE INSTITUTION FOR DEAF MUTES, NORTHAMPTON. This institution, founded by the late John Clarke, esq., of Northampton, was organized in 1867 and is in a prosperous condition. Number of teachers, 6 ; number of pupils, 44. The annual income from the fund was, for 1872, $15,428.87. Received from the State, $9,180.65. When the debt for buildings and repairs is liquidated, which it will be in a few years, the cost to the State of instructing its deaf mutes at this institution will bo greatly lessened. This institution is especially adapted for the education of semi-deaf and semi-mute pupils, but others may be admitted. It assumes all care of the children’s liviug.^and training. Its charges are $350. per year; for tuition alone, $80. Its domestic rw/h/te is as nearly as possible that of a well-regulated private family. Boys and girls have their separate dormitory-buildings aiid play-grounds, but come together in the school- aud dining-room. The younger pupils are taught to use the needle, the older girls to make and mend clothing, and the older boys find spine employment on farm or garden, with rudimentary exercises in the use of carpenters’ tools. Of the system of training now used, the report says, the “use of ‘visible speech ’ so far has been exceedingly encouraging and promises well for the future. Greater and better results have been obtained with new pupils than were possible by the German method. On the part of advanced pupils, too, some defects in articulation have been corrected which imitation had failed to correct. We are unable to see any good reason why Mr. Bell’s system should not be a success. It need not interfere essentially with mental culture. Its very symbols are a lesson in physiology and the application of those symbols necessi¬ tates intellectual activity. Here is mental culture at the outset. It is also highly auxiliary to lip-reading. Further than this, it disturbs no one’s partiality for any par¬ ticular medium of mental instruction. Those who prefer signs can use signs.” “Mr. Bell has but ten elementary symbols, all based on nature, and by their combinations all sounds in all languages can bo rexuesented. Each combination denotes the posi¬ tion and use of the vocal organs requisite to produce a given effect. If the requisition be fully met a wrong sound cannot be produced. “ What is wanted in the case of deaf mutes is something to start their vocal machin¬ ery and guide its action. That is precisely what Mr. Bell’s symbols do. Just as the blind by the palpable alphabet take in printed languages, so the deaf by visible speech take in oral language. There is a difference in mode, none in principle. In each case a sense possessed takes the place of a sense not possessed. It is worthy of note that the symbols were contrived for philologic purposes and that their aiiplication to the deaf was an afterthought.” During 1872 the principal. Miss Harriet B. Rogers, made a visit to Europe on a tour of inspection of various deaf-mute-institutions, visiting 22, “one each in Italy, Switzer¬ land, Holland, and Belgium, the others in Austria, Germany, and England. Of the 22 visited, 15 employ the German and 7 the French system. No one of the 15 now uses the manual alphabet ; 7 of these use but few signs.” She objects to ha ving a largo num¬ ber of mutes dwelling together and suggests the lioarding of them in families and at¬ tending the institution as day-pupils. BOSTON SCHOOL FOR DEAF MUTES. The whole number of pupils in 1872 was 38; average attendance during the last six months, 31. The city receives from the State for the instruction of resident pupils $100 each and for non-residents $150. In this school the x>npils are not taught the sign- language nor the manual alphabet. The system of instruction employed is what is known as the German method, the pupils being taught to speak and to read from the lips. Not only semi-deaf and semi-mute pupils, but also congenital mutes, are very generally found cajiable of deriving benefit from this system. In the American Asylum at Hartford, there are 68 pupils who are aided by the State of Massachusetts, 19 of whom were admitted during the year 1872. The whole number of deaf-mute children in Massachusetts who ought to bo at school is probably more than 225, while the number actually in school in the Clarke Institu¬ tion, the Hartford Asylum, and the Boston day-school is only about 160. 186 EEPORT OF THE COMMISSIONER OF EDUCATION. SCHOOL FOR NURSES. Araoiig other followings of Pastor Fliedner’s practical training-schools at Kaiser- werth is a school opened in Boston November 1, 1873, for giving a systematic training to women who wish to become nurses. With a small and manageable number for a beginning, an influential body of ladies and gentlemen has made arrangements with the trustees of the Massachusetts General Hospital for exercise of the pupils in their wards. Lodging and boarding at a house near the hospital, these pupils are to receive instruction there in the theoretic part of their profession and in the preparation of diet for the sick, and for a year will practice in the wards under the direction of the hospital-physicians. During that year they will receive ^10 a month for clothing and personal expenses. At the expiration of the year they will become full nurses and receive as such a salary sufficient for their support, but must remain another year for further practice and instruction. This full term of two years completed, they will, if approved, receive diplomas certifying their knowledge of nursing, their physical ability, and good character. KINDERGARTEN-SCHOOLS. The Kindergarten-school in Cambridge, formerly under the charge of Miss Elizabeth Peabody, is now in charge of Mrs. Horace Mann, assisted by a young lady teacher. A visitor to this school, in a published account, says : About a dozen children of from 5 to 7 years of age were present. The management of the school was the exact reverse of that on which our teachers mainly pride themselves — the maintenance of order — ^^there being as much freedom as in the nurserj'-. Their little fingers were deftly weaving bright-colored strips of paper in a warp of white, producing agreeable and even beautiful patterns, while their feet and tongues were kept in motion, and the results of their play-labor, partially or wholly fluished, were held up by each with glee for the admiration of all. Mrs. Mann stated, however, that at certain times they were required to keep still for a few moments, while some moral lesson suited to their comprehension w'as impressed upon them. A genuine garden belongs to the school, in which the little ones plant seeds, tend flowers, and exercise their limbs.’^ A Kindergarten-school was opened in Boston on the 26th of September, 1870, under the charge of Mrs. Charlotte B. Thomas, a graduate of Mrs. Kriege’s training-school. The number belonging has varied from 15 to 24. The experiment, it is stated, has been, thus far, interesting and useful. The only practical objection to its introduction in populous communities, in the opinion of the superintendent, seems to be its cost. He believes that, were the numbers of these schools sufficient for all children from 4 to 6 or 7 years of age, all the work in the primary schools, now occupying three years, could be accomplished in two, by children who have received the Kindergarten- course. DR. LEIGH’S PHONIC METHOD. The superintendent of the Boston schools states that “The method of teaching the first steps of reading by the use of Dr. Leigh’s pronouncing-type has been steadily gaining in favor. A year ago it was used in 11 districts and about 30 schools : it is now found in 23 districts and upwards of 60 schools. It has had a thorough and protracted trial, and the result has been in a high degree satisfactory.” He, therefore, gives the system a cordial indorsement and hopes the board will, without delay, make its use obligatory in all the districts. The testimony of the school-committee of Cambridge is that “Experience has shown that the scholars who learn to read by the phonetic method pass without the slightest difficulty into the ordinary mode, nay, that they only show themselves the more prompt in the discrimination of silent letters and different sounds of the same letter from their having a standard of comparison.” The school-committee for the town of Brookline reports that “ Six years of careful experiment in several schools have shown the best results from the use of the iffionetic method of Dr. Leigh. Pupils learn the sounds belonging to phonic type very readily; and, as those sounds are unchanging, the labor is much less than in gaining the mas¬ tery of a less number of letters, most of which are liable to arbitrary variations. Within six months, ordinary pupils, under this system, get nearly through the second reader, a point which pupils by the old method were always eighteen months and often two years in reaching. It is a moderate statement that every pupil instructed under this new method saves a year or more of time in preparing for the grammar-school.” MASSACHUSETTS TEACHERS’ ASSOCIATION. At the twenty-eighth annual meeting of this association, at Worcester, beginning on Thursday, December 26, 1872, Rev. Charles Hammond, of Monson, delivered the intro¬ ductory address, giving a brief account of the origin of the organization, with a refer¬ ence to some of the- more prominent educational laborers of that time, to whose efforts the association owes its existence. “At the time this association was formed,” ho said, “ the American Institute ot Instruction had been in existence fifteen years, yet some of MASSACHUSETTS. 187 its most efficient members heartily co-operated in the formation of the new organiza¬ tion, not that it might supersede the old, but that, by working in a different sphere, it might give a new impulse to the cause of education, the leading design of one being to promote the cause of education by the diffusion of a knowledge of themes, that of the other to improve teachers by the friendly discussion of methods. A paper was read by A. H. Davis, of Worcester, upon “ English literature in schools,” in which he contended that at least two hours a week should be given to this study ; that it should be put on a par with other studies, from the primary school upwards. “ Youug children,” said the speaker, “ can be taught to recognize excellencies of style, and there is no good reason why a child should not know a metaj)hor when he sees it, as well as a meeting-house ; a felicitous exj)ression, as well as a smiling face.” Papers were read, and afterward quite generally discussed, on various subjects bear¬ ing upon school-interests, as, “The limits of a school-education,” by Mr. Thomas Emerson ; “ Latin as a branch of popular education,” by Mr. F. A. Hills, of Chelsea ; and “What should be included in the study of English grammar?” by Mr. J. G. Scott, of Westfield. Dr. P. A. Chadbourne, president of Williams College, lectured in the evening on “ The world and the school-room,” in which ho claimed that our education is deficient in the power of developing manhood and womanhood. A paper was read by Professor A. B. Miller, of Maplewood Institute, upon “ The proper length of the school-day,” in the course of which he laid down the proposition that, “ When the pupils have breathed three times over all the air furnished by the school-authori¬ ties, they should be allowed to go home.” , From the report of the treasurer it a^^peared that the receipts of the association for the year amounted to $3,643.73 and its expenditures to $3,748.87. Albert G. Boy den, of Bridgewater, was elected xiresident, the list of vice-presidents, councilors, and secretaries including 31 members, 3 of whom were ladies. teachers’ institutes. During the year eight were held, each session lasting five days, except in the case of that held at Chester, which was held during the week of the x^residential election and only lasted three days and a half. The average number attending each institute was 126, the total attendance rexiorted being 1,010. In most respects these institutes were quite satisfactory and compare favorably with any previously held. Nearly two hundred teaching-exercises and lectures, of an hour each, were given during the day and thirty-nine evening-lectures, seven of the last being followed by readings — an average of twenty-five day-exercises and five evening-lectures at each. A very large prox)ortiou of those in attendance were practical teachers, many having taught for long periods. Others were exxiecting soon to teach, and frequently members of the school- committees from adjacent towns were x^resent as active participants in the exercises. Many teachers, being allowed by the school-committees to close their schools for only two days, are unable to attend throughout the session, and thus fail to reap the full benetit of the institutes. It is suggested that, if institutes are of sufficient value to be maintained by the State, school-committees should not only permit but require the teachers to attend them during the entire session. MASSACHUSETTS ASSOCIATION OF CLASSICAL AND HIGII-SCHOOL-TEACHERS. The sixth annual meeting of this association was held in Boston, on Friday, April 11, and Saturday, April 12, 1873, when papers were read and discussed by the mem¬ bers x^reseut, on the following subjects : “ Single or double sessions in high schools ;” “ The best means of cultivating facility and propriety in the use of English ;” “Are our high-school-courses of study suited to the needs of girls ?” “ Is it expedient to enlarge the range of requirements for admission to college ?” “ Optional studies in high schools ;” “ Should German be substituted for Greek as a requirement for admis¬ sion to college?” Upon the subject “Natural history — what to do and how to do it,” remarks were made by" Prof. Agassiz and others. The discussions upon all of these subjects were of great interest, and it is a matter of regret that a want of space forbids a fuller report of them. A paper by Mrs. A. C. Martin, in reference to the education of girls, elicited remarks of special interest. The sentiment exxiressed by her that girls need, most of all, such training as shall lead to breadth of mind — that shall teach them not to magnify petty details, but measure the value of things and see them in their true relations — was heartily indorsed by Mrs. A. G. Woolson, who especially emphasized the statement that wiiat girls need most is thorough discipline of mind. Woman’s work to-day is miicli more varied than that to which she has hitherto been confined, and no one can say for what special tasks she should be fitted. Let her, however, be made an observ¬ ant, thoughtful, reasonable being, and she will fill any sphere with credit. Mr. Charles F. Rice, of the Springfield high school, believed that a high school Avhich is suited to boys is suited to girls also, and that, if in any respect it fails to me(‘t tlm needs of girls, this failure is due to an inherent defect in the course, which ax)X>lies to both sexes alike and is of equal injury to both. 188 REPORT OF THE COMMISSIONER OF EDUCATION. lu reference to tbe question “ Should German he suhs'etuted for Greek as a require¬ ment for admission to college V’ Mr. W. C. Collar, of Boston, urged that, if any single modern language were to he substituted for Greek, the claims of the German would be indisputable. For the scientific, professional, and literary classes, and, indeed, for large numbers in all the various spheres of life, German, in this country, is absolutely indispensable. President Eliot, of Harvard, assented to most of the positions taken by . Mr. Collar and advocated the study of German as essential to a complete education in at least five important professions. He considered it inexpedient to require the study of Greek of all pupils as a requisite for entering college and thought there should be an option between Greek and German or French, an opinion which gains ground at Harvard. woman’s educational association. In January, 1872, an associatiou of gifted and benevolent ladies was formed in Bos¬ ton, known as the Woman’s Educational Associatiou, the object of which is declared to be “to promote the better education of women.” In furtherance of this object there are four standing committees, on the industrial, the intellectual, the esthetic, and the moral and physical education of women. In furtherance of the objects of the associa¬ tion, numerous meetings w^ere held during the winter, at which were present, partici¬ pating in the discussions, presidents of universities, learned professors, venerable men who had passed their lives in educating the young, those who were engaged in allevi¬ ating the misery of the dangerous classes, members of the school-committee, and teachers of schools both public and private. Among the various lines of action that were proposed and discussed, one contemplated the establishing a higher institution for girls than any now existing, by which they might go through a course of study in some degree equivalent to that of Harvard College. Another contemplated a system of university-examinations for women similar tq those of England, and a ^ roposal for a like arrangement made by the association to the faculty of Harvard College was favorably received by the president and faculty aud an arrangement established to secure such examinations. A subscription was also raised for the purpose of assisting such lady students at the State normal schools as desired to pursue the advanced course lately instituted for the pupils, but could not without such assistance, for want of means. The subscription for this purpose amounted to $1,840, of which $475 was expended in assisting six pupils for one-half year, such aid being offered in the way of a loan, rather than as a direct gift in money, a feature calculated to foster a spirit of independence and self-reliance no less needful in the educated woman than in the educated mau. The practical wisdom of this association in choosing existing institutions as agencies for the accomplishment of these benevolent designs is commended by the secretary of the board, and the belief is expressed that a luxuriant harvest will spring from seed thus sown. OBITUAEIES. The report of education in this State would be incomplete without brief notice of at least three gentlemen, prominent as educators, who have died during the year: Prof. Henry James Clark, Prof. Louis J. R. Agassiz, and Prof. William Russell, whose services in'their respective lines have been unrivaled in New England. ' PUOF. HENRY JAMES CLARK, PH. D. This esteemed scientist, a graduate of the University of the City of New York and of the Lawrence Scientific School at Cambridge, died at Amherst, Massachusetts, June 1, 1873. A friend and pupil of Profs. Agassiz aud Gray, he early made himself a name as a student of the natural sciences, particularly by a work on the jelly-fishes of our coast ; and at the suggestion of these great instructors was chosen a professor in the Massachu¬ setts Agricultural College at Amherst. He was only fairly settling down here to what promised to be useful aud interesting work, when he was summoned to retire from earthly labors aud enter the presence of the great Father of us all. PROF. LOUIS J. R. AGASSIZ, M. D., PH. D., LL. D. Since the death of Humboldt, no brighter light has vanished from the scientific firma¬ ment than when this noble naturalist went to his rest, December 14, 1873. Born, May 28, 1807, of Huguenot ancestry, but in the parsonage of the fair Swiss parish of Motti(U’, by the lakes of Neuchatel and Morat, he was favored with the best of early training. His ]!aterual ancestors for six successive generations had been clergymen, and it was hoped by his father that he might, himself, become one ; but his inclinations were towards the inedical profession, which his mother’s father had pursued. With a view to preparation for it he went at 11 years of age to the gymnasium of Bienne, and afterward to the col¬ lege of Lausanne, spending six years in academic studies. Two further years in the medical school at Zurich (1824-’2G) prepared him for the higher advantages of the Uni¬ versity of Heidelberg, where, from 1826 to 1827, he studied anatomy under Tiedemann, zoology under Leukart, aud botany under Bischoff. The facilities for scientific study MASSACHUSETTS. 189 presented in the then newly reorganized University of Munich next attracted him, and in the autumn of 1827 he went there, devoting himself to embryology with Dbl- linger, to botany with Martius, to zoology with Oken, to mineralogy with Fuchs, and to philosophy with Schelliug. Five years in all were spent in this thorough training for professional engagdhient, during which time he took the degree of Ph. D. at Erlangen and of M. D. at Munich, both after full examination and with great Mat. But he was not to bo a doctor, save in the prime sense of a teacher of his race. The noble work of interpreting the divine wisdom in creation was opening before him, and more and more his heart took hold of this as his true task. He had been a student of nature from his childhood ; had caught and classified, while yet at school, the insects that flitted around his native lakes ; had noted the plants which grew upon the hills and the fishes which sported in the streams ; and in the intervals of college-study had made large collections and sketches in this line. Eesearches in the same direction were pursued during the university-vacations, and the first rich fruit of them appeared, while he was yet at Munich, in two important works : one, a description of a large col¬ lection of new fishes brought home from Brazil by an Austrian and Bavarian scientific expedition ; the other, A Natural History of the Fresh-water Fishes of Europe, planned and begun at this time and carried on with the aid of a great German publisher for sev¬ eral years. The evidences of philosophic arrangement, clear knowledge, and descrip¬ tive power exhibited in the first of these and in the preliminary sketches for the second gained him at once a name among the scientists of Europe and secured him the high admiration of such men as Humboldt and Cuvier. His native country heard wdth pride of the rising reputation of her gifted sou, and in 1832 an effort was made to secure for her own service his expanding powers by the olfer of a uatural-history-pro- fessorship at Neuchatel. He accepted it immediately, and that acceptance decided his whole subsequent career. The scientific researches which had been the recreation and delight of leisure-hours became, by virtue of it, his duty and life-work, and with the power of a great soul he threw himself into the prosecution of them. In connection with lectures to his classes, his history of fresh-water fishes was carried forward ; another, on fossil fishes, of great compass, was begun in 1833, and published in five successive volumes, with 400 plates, 1834-’44 ; an Introduction to the Echiuoderms ap¬ peared in 1834, followed by monographs descriptive of the different radiate forms; and in 1836 began a series of extended observations* of the glaciers, which, carried on till 1845, resulted in his once greatly controverted and now generally accepted theory of wide-spread glacial action in the reduction of the earth to its existent form. This theory, jiropounded in 1837, was further elaborated and defended in his Studies on the Glaciers, imblished in 1840, and in his Glacial System, published in 1847, while meantime appeared his Nomenclator Zoologicus and Bibliotheca Zoologiw et Geologies, im¬ portant aids to the study of the natural sciences he loved. The large research and genial enthusiasm shining forth in all these works brought honors showering on him from all quarters and set him, by general consent, among the first of the naturalists of Europe, if not upon the highest throne of all. But minds of his wide grasp want more than single worlds to conquer, and, having made the geology and natural history of the old continent pretty thoroughly his own, by explorations reaching into every important field, he came, in 1846, to the United States, partly upon an invitation to lecture here upon his favorite themes and partly under a commission from the Prussian government to study, for the benefit of science, new forms of natural phenomena in a new world. He met enthusiastic welcome, and had opened to him such facilities for the prosecution of his aims, especially in connection with the operations of the Government-Coast-Survey, as determined him to continue in a country which had greeted him so cordially and spend his life in the furtherance of science on our shores. Among the issues of this determination have been his settlement as professor in the Lawrence "Scientific School at Cambridge, his careful explorations of the geologic and zoologic phenomena of our sea-coasts and lakes, and his great col¬ lection of specimens in both these lines, making a museum of comparative zoology re¬ markable and even wonderful in view of its brief age. How much besides these his coming has done for us, in important publications on the natural history of the United States, in popularizing by lectures his favorite pursuits, in stimulating an enthusiastic prosecution of them by great numbers, in drawing forth splendid contributions for this purpose, in teaching our young men to unite great patience of research with eager zeal for fresh discoveries, and especially in bringing them to study with deep reverence the great open book of nature, thus looking “ through nature up to nature's God,’' would take more space to tell than can be given here. We can only suggest the work he has accomplished, cast our slight wreath of honor on his grave, and thank God that ho was brought to labor for our country and show us how to carry on what he has so well begun. He leaves two noble monuments of his work among us : one the Museum of Com¬ parative Zoology at Harvard College, built up by his exertions at an expense of over * The closenesa of these observations may be judged from his own statement that ho spent 72 consecutive .nights on the bare ice, at an elevation of 8,000 feet, without any other covering than the canopy of heaven. 190 EEPORT OF THE COMMISSIONER OF EDUCATION. $200,000, and forming, not only from its immense collections, but from tbe scientifically- excellent arrangement of them, the rival, if not the peer, of the greatest kindred mnsenms of the Old World; the other his recently-established Anderson School of Nat¬ ural History, on Penikese Island, a unique enterprise for training teachers of the science by tbe study of marine zoology from specimens collected in aquaria upon the coast and gathered by daily dredging from the deep waters of the seas around. His publications since his coming to this country have been largely in our scientific journals and in the transactions of our various learned societies; besides which have been Physical Characteristics of Lake Superior, Lectures on Comparative Embry¬ ology, Principles of Zoology, (prepared in conjunction with Dr. A. A. Gould,) Meth¬ ods of Study in Natural History, Geological Sketches, The Structure of Animal Life, two works illustrative of the ichthyology of Brazil and the region of the Amazon, (trom visits in 1865-66 and 1871-72,) and, especially. Contributions to the Natural History of the United States, a great undertaking, meant to be completed in ten quarto volumes, of which only four had been published ere he died. On such a head great honors gather thickly. Among those bestowed on him were the Copley medal, from the Royal Society of London; the Wollaston medal, from the London Geological Society ; the medal of merit, from the King of Prussia ; the Mou¬ thy on and Cuvier prizes, from the French Academy of Sciences, with the offer of a chair in the academy itself; and besides his well-earned Ph. D. from Erlangen and M. D. from Munich, the honorary LL.D. from the universities of Dublin, Edinburgh, and Harvard. PROF. WILLIAM RUSSELL. As a teacher of elocution, an educational journalist, and a promoter of the system of normal-school-training. Prof. Russell deserves special mention. Born in Glasgow, Scotland, April 28, 1798, his early training was in the schools and university of that place. He was the youngest student in the university at his entrance, and yet, at the first annual competitive exhibition, carried off from hundreds of his elders the high¬ est prize for happy rendering of Latin. Many subsequent prizes were carried off, and it is in further illustration of his ready scholarship that his sisters tell of his reading to them the Greek comedies of Aristophanes with as easy fluency as if they had been English, giving a running translation of them as he went. On the completion of his college-course he sailed for Georgia, to seek amidst its balmy airs a climate better suited to him than the frosty fogginess of Scotland. For some years he was tutor in the family of a distinguished Georgian, and then, with in¬ vigorated lungs, returned to Scotland. The reputation he had gained in Georgia, how¬ ever, soon led to his recall, and he was induced to go back to Savannah and take charge of the Chatham Academy there. How long he continued in Savannah is not known. His removal thence was induced by a happy marriage with a lady of Connecticut, under whose influence he was led to transfer his labors to New Haven, where for some years he taught the new Township Academy, and then the Hopkins Grammar-School, preparing students for Yale College. Continued difficulty with sensitively-tender lungs at length comj)elled him to give up this sedentary life and remove to Massa¬ chusetts, where he became a teacher of elocution at Cambridge, at Andover, in Chauncy Hall School, Boston, and in the Public Latin School, the passage from place to place giving him exercise and air. While thus engaged, he became the editor of the American Journal of Education, the first regular publication on that subject either in America or England. The journal met with warm encouragement from English edu¬ cators as well as from those of the United States and gave a great impulse to the cause of education. In 1849 he was induced by friends to establish a normal school at Reed’s Ferry, in New Hampshire, his plans for which embraced a happy combination of social and in¬ tellectual advantages. The days were given to the intellectual training proper to the character of the institution, while the evenings combined with this the pleasant associa¬ tions of a family, one evening being given to a simple social gathering, when the par¬ lors were thrown open, and the pupils, teachers, and generally some friends from with¬ out, mingled in easy friendly conversation, with sometimes a brief reading and some¬ times the piano ora song; another evening was devoted to a review of current news¬ paper-literature ; a third to elocutionary exercises, which his skill in that line made in¬ tensely interesting ; a fourth to more formal lectures from educators brought in from abroad. Eventually the school was removed to the beautiful town o fLancaster, in Massachu¬ setts, which Mr. Russell was induced to think would be a better location than Reed’s Ferry. In this he was disappointed,' for, although admirably planned and man¬ aged, the interest in such an institution at that early day was too slender to insure to it success. It failed, and with it failed his fortunes. He had to go back to his old work of teaching elocution, finding ready occupation in this line in the various schools and colleges. He located his simple cottage on the shaded margin of the Nashua, and there; with the murmur of the stream beside him and the answering murmur of the MASSACHUSETTS. 191 leaves above, spent many a pleasant summer-evening after tlie labors of the day were done. His i^en was still occasionally engaged in contributing to different periodi¬ cals, and amid such occupations steadilj" continued to the close, he went quietly down the vale of life, till at last the shadows of a deeper evening closed around him, and he passed out into the light of the better world ho had been looking for. Genial, warm-hearted, amiable, and sincere, acquainted with the best English litera¬ ture, familiar with the poetry of his native Scotland, well posted in the current read¬ ing of the day, and as much at home in the Latin and the Greek as in the English, Mr. Kussell was an admirable teacher, a useful writer, and an exceedingly agreeable and pleasant man ; and w^ere it not that he has trained many to his art, his death would leave a blank in elocutionary teaching which it would be hard to fill. LIST OF SCHOOL-OFFICLVLS IN MASSACHUSETTS. Hon, JOSEPH White, secretary of State-board of cdxication ; Hon. Abner J. Phipps, general agent. STATE-BOARD OF EDUCATION. Name. Post-office. Name. Post-office. Gov. William B. Washburn . Lieut. -Gov. Thomas Talbot _ Hon. Edward B. Gillett . Hon. John D. Philbrick . Rev. Phillips Brooks, D. D . Greenfield. Bellerica. Westfield. Boston. Boston. Hon. Henry Chapin . Rev. Alonzo A. Miner, D. D . .. Hon. Gardiner G. Hubbard _ Rev, William W. Rice . Hon. Constantine C. Esty . Worcester. Tufts College. Cambridge. Worcester. Framingham, SUPERINTENDENTS OF CITY-SCHOOLS. Name. Posi-office. Name. Post-office. John D. Philbrick . E. B. Hale . B F. Tweed _ Boston. Cambridge. Charlestown. Fall River. Holyoke. Gloucester. Lawrence. Malden. Henry F. Harrington . Horace Willard . L. F. Ward . New Bedford. Newton. Northampton. Salem. Springfield. Taunton. Woburn. Worcester. "William Connell, jr . George R. Chase . J..W. Allard . G. E. Hood . A. D. Small . A. P. Stone . . W. W. Waterman . E. H. Davis _ W. A. Wilde . Albert P. Marble . 192 REPORT OF THE COMMISSIONER OF EDUCATION. [From report of Hon. Oramel Hosford, late State-superintendent of public instruction, for the year I CONDITION OF PEEMANENT SCHOOL-FUND. Primary-school-fund in tbe bands of tbe State, as per auditor-gen eraPs report . $1, 989, 416 87 ! Due from purcbasers, as per report of laud-office . 727, 346 16 * Swamp-land-scbool-fund . 251,909 31 | Total scbool-fund, September 30, 1872 . 2,968,272 34 ^ Interest on tbe same . . . . 202,740 87 | Loss on primary-scbool-fund since last year . . . 58, 798 13 | FINANCIAL STATEMENT. On band at commencement of year . 530, 260 28 j Received from two-mill-tax . 421,971 29 I Received from primary-scbool-fund . 182, 095 97 i Received from tuition of non-resident scholars . 28,580 47 i Received from district-taxes for teachers’ wages, &c . 1, 384, 079 03 Received from other district-taxes . . . 593, 680 90 Received from tax on dogs . 23, 673 65 Received from all other sources . 485,717 17 Total receipts for 1872 . 3, 563, 479 03 Expenditures. Paid to male teachers . 639, 401 13 Paid to female teachers . 1, 010, 087 63 Paid for building and repairs . . . 625, 843 61 Paid for all other purposes . 746, 253 55 Total expenditures for 1872 . 3, 021, 585 92 Indebtedness of districts . . . . 1, 234, 686 35 Amount on hand at close of year . 560, 222 00 Indebtedness, less funds on hand . . . 674,464 35 SCHOOL-ATTENDANCE. Number of children between 5 and 20 3’ears . . 404, 235 Increase over last year . . . 10, 960 Number of children enrolled in school . 303,537 Increase over last year . 11, 071 Number attending school under 5 or over 20 years . 6, 865 Number enrolled in graded schools . 110, 091 Increase over last year . 7, 697 Per cent, of attendance on total enrollment . . . 78 Average number of months schools were taught . 7^} Increase over last year . . . ^ month. Average cost of tuition per scholar . $0 53 TEACHERS AIND TEACHERS’ PAY. • Number of male teachers . 3, 035 Increase over last year . 64 Number of female teachers . 8, 624 Increase over last year . . . 321 Whole number of teachers . 11, 659 Average monthly pay of male teachers . . . $49 11 Average monthly pay of female teachers . . . . . $26 72 For statistics of 1873 see statistical tables I and II, at end of volume. MICHIGAN. 193 SCHOOL-DISTRICTS AND SCHOOL-PROPERTY. Number of school-districts . Increase over last year . Number of districts reporting no school . Number of school-houses, (stone, 79 ; brick, 595 ; frame, 4,153 ; log, 591) _ Increase over last year . . Number of seats in school-houses . . . Value of school-houses and lots . Increase over last year . . . ' . 5, 375 76 50 5,418 118 382, 107 $7,470, 339 $714, 344 SCHOOL-FUNDS. The primary-school-fuud is derived from two sources : from the sales of primary- school-lands — the sixteenth section in each township — and one-half of the amount of cash- sales of swamp-land, the former paying interest at 7 and the latter at 5 per cent. The primary-school-lands are sold at the uniform price of $4 per acre, while many of them are worth from |10 to $30 per acre. The exhibit of this fund for the past year makes it less by several thousand dollars than heretofore. About 400,000 acres of the primary- school-lands are yet unsold. When sold the fund will be increased by about $1,500,000, and, if the lauds are properly graded and sold according to value, by double that amount.^ No estimate can be made of the future increase from the swamp-lands; but, if the future sales for cash should be in the same proportion as in the past year, the present fund from that source will probably be doubled. The university-fund amounts altogether to $542,794.49. “ This has, like the primary- school-fund, shrunk in the Land-Office $22,288.82.” The amount of the normal-school-fund in the hands of the State September 30, 1872, was $48,314.70. There was due from purchasers $20,989.84, making a total of $69,284.54. Of the agricultural- college-fund there was in the hands of the State September 30, 1872j the sum of $73,783.46 ; due from purchasers, $81,184.75 ; total, $154,968.21. PROGRESS OP SCHOOLS. In reporting the general condition of the public schools, the superintendent takes occasion to review the progress of the last eight 3mar8, the term of his official service. During that period the amount invested in school-buildings and school-property has nearly quadrupled. The increase of children has been an average of 15,532 annually.! The iucreasemf property may be estimated by the increase of the two-rnill-tax, which has nearly doubled’. The number of graded schools has more than doubled. The num¬ ber of children attending school has increased by nearly 100,000.! The number of teachers has increased nearly 3,000 and the amount jiaid for teachers’ wages has been increased by over $1,000,000. SCHOOL-CENSUS. The census-returns for the past year are not considered accurate. Of some of the items the superintendent remarks, “They must be taken only as approximately true.” The report of attendance is not complete, from the fact that 263 districts, with 16,630 children, fail to report under this head. The average attendance has increased 6 per cent, in four jmars. The number of new districts reported during the year is 136, but, owing to the consolidation of districts, the actual increase is but 76. GRADED SCHOOLS. Graded schools are sustained in 300 districts. These districts, less than one-tenth of the whole number in the State, have 38 per cent, of the children, own 64 per cent, of the whole value of school-houses, and pay 47 per cent, of the aggregate wages to teachers. The average length of sessions of the graded schools was nearly two months above the average of the State. The attendance of these schools is reported at 110,096, out of 155,740 of school-age ; but 18 teachers or directors failed to report. The attend¬ ance in their districts would probably increase the number to about 114,000. There are now but seven unorganized counties in the State. These will soon require organi¬ zation and will then report schools. *An examination lately made in the General Land-OfBce in Wasliington has revealed the fact that a deficiency exists in the amount of land intended to be devoted to school-pnrposes in Michigan. The fractional sections are short hy some 50,000 acres of what they were supposed to contain. The malting up of this deficiency will add about $200,000 to the State primary-school-fund, such lands selling for $4 per acre. Steps are already talten to have the additional amount of lands secured. t In Detroit the schools, at the opening of the session of 1873, have been so crowded that the city-super¬ intendent has been obliged to open half-day-schools, one division being taught in the morning and another in the afternoon. tSoine months ago the Michigan Teacher suggested, as a means of promoting regular attendance in the graded schools, thac a fine picture be purchased and hung up in the room having the best record with rc*terenco to this. The experiment has been tried in Traverse City, with the result of bringing up the average attendance to 99 per cent. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION, ReferriDg to the errors iu school-reports aod the discrepancies in the tables of receipts and expenditures, the superintendent says : ‘‘We are obliged to confess that the statis¬ tics abound with errors, although the result is sufficiently near the truth for the prac¬ tical purpose for which their publication is designed.’’ THE TOWNSHIP-SYSTEM. The union- or graded-schools are exerting a very general influence over the educa¬ tional interests of the State. These schools were formed by uniting several districts into one, thus permitting a thorough grading and the introduction of the principle of division of labor. The expectations of those who urged the formation of these schools have been fully met. No one would think of returning to the old district-system. These schools are now confined to the cities and villages, but it is believed that the system, iu a somewhat modified form, may be introduced with .great benefit iu the more thickly settled farming-districts by forming the schools of a township into one, under the direction of one board of officers. It would be found necessary to have ward-schools for lU'iraary and intermediate pupils, as iu the cities and villages. A regular course of study could then be laid down, and most of the pupils, it is believed, could be induced to complete it. Most of the youth in the country attend school for two or three months in the winter only, and, as there is no regular course of study, even that time is spent, to comparatively little purpose. If they found themselves every year advancing in a given course, they would realize that they were accomplishing something, and would be encouraged to complete it. If each township had a central school for the more advanced pupils, where the branches of the grammar-department could be taught and certificates given for a completed course, numbers would bo induced to prosecute many studies now entirely omitted. COUNTY-SUPERVISION. The office of county -superintendent was created in 1867. The results of six years’ trial have not been entirely satisfactory. Among the causes that have operated to prevent a realization of the good that was hoped for are the violent opposition to the system of county-supervision ; carelessness in the selection of men for the office of superintendent; the reduction of salaries to the minimum that the law allows, so that competent men could not be procured ; and, in the larger counties, imposing upon the superintendent an amount of work that made it impossible for him to do any part of it thoroughly. Nevertheless, the system has been sufficiently tested to prove its value and efficiency. IMPROVEMENT CAUSED BY GOOD SUPERVISION. In every county in the State the schools are in a better condition than they would have been under the old system, and in those counties where the superintendent has been properly sustained the change is very manifest. A significant fact in this con¬ nection is that the visits of school-directors havm doubled in number since the first year of county-superintendence. Equally so is the great improvement visible in the school- houses and grounds. Counties having 10 or more school-districts have county-superintendents. Upon the enactment of the law in 1867, 46 counties were entitled to the office. Since that time the number has increased to 56, leaving now 14 organized counties with less than 10 districts, and consequently without superintendents. The State-superintendent urges upon the people to select the best man in the county for superintendent, to sustain him fully, and, in the larger count.ies, to provide an as¬ sistant, so that the work may be performed with the greatest degree of efficiency. If the people will do their part, “ there is no doubt the system maybe made to accomplish much more than it has yet done.” NEED OF COMPETENT TEACHERS. The university and norma,! school, together with the different colleges, supply the higher grade of schools with thoroughly competent teachers, but it is difficult to find a sufficient number of properly' trained instructors for the districts. These schools make little advancement, for the reason that entirely incompetent teachers are often employed. Many districts are no longer satisfied with this state of things- and demand good teachers. Where and how shall they be trained for their work ? This is, at pres¬ ent, the educational problem of Michigan. Many of the union-schools have training- classes during a part of the autumn. From these classes hundreds go to their work, not thoroughly qualified, but able to give better instruction and to manage their schools better than they otherwise could have done. This kind of work will continue to be done by these schools, and much good will result from it. The frequent change in the principals and teachers of the graded schools is regretted, not only as an injury to the schools, but as preventing the exercise of that influence over the teachers in their vicinity which might be productive of the highest good. MICHIGAN. 195 teachers’ training-classes in colleges recommended. It is suggested that, if normal departments could be established in the various col¬ leges, under the supervision of the State-board of education and the State-superintend¬ ent, it -would be equivalent to establishing so many normal schools and largo num¬ bers of teachers could be thorouglily trained for all grades of schools. teachers’ "WAGES AND QUALIFICATIONS. Teachers’ wages have increased in the last ten years about 70 per cent., although the past year shows a decrease, viz : 81 cents per month for males and 49 cents for females. The ratio of increase in the pay of females for those ten years has been greater than in that of males. The qualifications of female teachers have been also raised and the higher grades of work have ceased to be a monopoly of male teachers. The yearly in¬ crease of male teachers is in no proportion to that of females. The denial of certifi¬ cates to many cheap, because incompetent, teachers and the disuse of the “boarding- aronnd abomination” are regarded as among the bestresults of county-superintend¬ ency. FREE SCHOOLS POPULAR. No act pertaining to the public schools has been received with greater favor than that by which they were made free to all pupils within the limits of the district. The collecting of rate-bills was a great annoyance to school-officers as well as to those who paid them. The facts that the rate-bills were to be assessed after the public money was expended operated disastrously upon many schools. Those who found it difficult to meet the bills removed tbeir children from school if they could find the slightest excuse. The free schools are a great relief to the poor anil highly prized by them. The effect upon the general attendance is marked. COMPULSORY EDUCATION. It is believed that the compulsory law has much to do with the largely increased attendance in the public schools. Its moral effect was very soon manifest. Many children, finding they would be compelled to attend school, did not wait for that, but went voluntarily. The final results can only be determined by the faithfulness with which the law is executed. Parents, generally, are willing to assist in the enforce¬ ment of the law, but boys particularly are disposed to truancy, and it is difficult to keep them in school. The question is asked, Cannot the compulsory law be sup¬ plemented with a law for incorrigible truancy ?” The truant-law of Massachusetts is quoted, and something similar recommended for Michigan. It is asked: “If there are youth who will not willingly attend schools which will fit them to become useful citi¬ zens, shall they not be made to do so ?” and the remark is made that “ the government that will not tax itself to secure the intelligence and virtue of its youth will be com¬ pelled to impose a triple tax to restrain its men from vice or punish them for their crimes.” SECONDARY INSTRUCTION. The new importance attaching to the high schools of Michigan, from their adoption as feeders of the university, thus forming a link of close connection between it and the lower schools, gives interest to the following discussion of their status on the part of the suj)erinteudent of instruction : OPPOSITION TO PUBLIC HIGH SCHOOLS. “ No little excitement has arisen in some places from the discussion of the question of the legality of public high schools. The claim has been made that this department formed no part of the school-system recognized by law and that all taxes imposed to raise money to sustain these schools were illegal. It is claimed to be unjust to sustain such a school. The law contemplates that such schools should be self-supporting by charge of tuition. The law merely provides that every child shall be educated up to a certain point, but it makes no provision by taxation for giving instruction beyond the ordinary English branches, amd the school-boards exceed their powers in providing for high schools at public expense. “It is also contended that these boards have no right to employ superintendents and pay them from the public money ; that they had not only created the office, but had transferred thex^ower conferred ux)on them by the people to the person appointed to the illegal office ; and that, although the legislature has the power to confer the right of voting a local tax to support a x^rimary school, yet they cannot give authority to vote such tax for high schools. These two sections, it is said, require the legislature to xu’o- vide for and establish a system of primary schools defined as free of charge for tuition and all conducted in the English language. Usage has never required higher qualifi¬ cations for teachers in xu'imary schools than those specified in instructions to county - suxierinteudeuts, viz, orthograxihy, reading, writing, grammar, geograxihy, and arithme- 196 REPORT OF THE COMMISSIONER OF EDUCATION. tic. Instruction in these branches must be in the English language exclusively. The legislature has imposed all other education on the university-fund. The income from one cannot be diverted to perform the work of the other without a breach of faith to the United States, xjledged before the State became the custodian of the fund.” The superintendent gives this full statement of the views held by not a few citizens of the State and the ground of the opinion expressed, that the attention of the legislature might be called to the subject and that it might have a definite idea of the ground of the objections made to the high schools as novv established and maintained. “If these statements^’’ it is remarked, “were mere rumors or comjjlaiuts made by thoughtless men, who were dissatisfied with the tax they had to xray, they would not be worthy of the least notice ; but since they come from men of character and standing, who have a reputation as lawyers and who xrrofess to have given the subject careful considera¬ tion, it is deemed best to call the attention of the legislature to the subject. If the legislature has no jjower to authorize the establishing and maintaining of high-school- deirartments in the graded schools, it is time that the fact should be known, that the X)ower may be given.” HIGI-I SCHOOLS AND ACADEMIES. There are only 6 high schools and academies from which returns have been received ; these report an aggregate of 30 instructors — 9 gentlemen and 21 ladies — and 855 Xnixiiis — 358 boys and 497 girls — in attendance ; 195 of the xmxiils are x>rex)ariug for col¬ lege and 48 for the scientific course in college. These schools all report libraries ex¬ cept one, the number of volumes ranging from 1,000 to 3,227 ; 4 are under denominational control, namely, turn Catholic, 1 Ejiiscoxralian, and 1 Methodist, the remaining two being public high schools. The high school at Ann Arbor is one of the main feeders of the university, and has, with 8 instructors — 4 of either sex — 305 pupils — 181 youug men and 124 young women ; 49 of these are in the classic course, and 75 study Latin, and 42 are in the scientific course; 165 are preparing for college and 42 for the scientific course in college; 34 have entered college from the school since the close of the last academic year, in addi¬ tion to the 15 others who comydeted the course but did not enter college. Since the commencement of the school 352 students have graduated, 140 of whom have entered college. SUPERIOR INSTRUCTION. The University of Michigan, as a yyart of the yiublic educational system of the State, aims to complete the work which is begun in the public schools by furnishing facilities for liberal education in literature, science, and the arts, and for extended professional study of medicine and law. Its puyiils in 1871-’72 numbered 1,224 ; iu 1872-’73, 1,163. The graduates of the Michigan high schools are received into the. university without examination, when, on the report of a committee of inspection, the faculty approve the work of any school and the candidates for admission yiresent evidence of having jnirsued Avith success the studies yireparatory to the freshman-class. The number admitted thus from the high schools iu the first year of the experiment (187l-’72) was 50, and these are said, in the yiresideut’s report, to have stood at least as well as any others the first tests of study, and in some things to have gone beyond their fellows, while the effect of their admission has been stimulant and healthful iu a high degree upon the schools from which they came. The reyiort for 1872-’73 is essentially the same.* CO-EDUCATION OF THE SEXES. The president of the university says, iu his report for 1873 : “ The history of our work during the jiast year has only deeyiened the imyiression made during the two lirecediug years of the entire yiracticability of co-operative collegiate and yirofessioual education of the two sexes in the same schools. If any have cherished a fear that the admission of Avomen would tend to reduce the standard of Avork in the university, their attention may be directed to the fact that during the last three years we have been. * The language of President Angell here is : “We haA^e noAV finished onr second j^ear’s trial of receiv¬ ing, Avithout examination, the graduates of high schools Avho ha\^e been inspected and approA’cd by the faculty, and I think there is no diftereuce of opinion iu the faculty concerning its salutary effect. We have suffered no embarrassment from this course iu respect to the quality of the preparation of our freshmen. The superintendents and teachers of the approved schools evidently feel the responsibility of being made Aurtually oxamiuers for admission to the university, and thus becoming thoroughly identified Avith ns. The visits of our committees keep tis constantly in intimate relations Avith the schools and, according to the testimony of the superintendents, furu'ish a A^aluablo help and stimulus. The faculty, after examination, Amted to receive for the coming yeai' from the folloAviug schools ; Detroit, Flint, Pontiac, Jackson, Adrian, Cold Water, Grand Eapids, Ypsilanti, and Ann Arbor, Other schools in the State avuU probably next year be organized on a siiflicieutly broad basis to be placed on the same footing. We are certaiiily approximating- toAvards a more substantial unity in our public system of edu¬ cation than any other State in the Union.” MICHIGAN. 197 steadily increasing the requirements for adsnissiou* and broadening the range of studies. And certainly the women experienced no such difficulty in acquiring the studies as¬ signed in the regular curriculum as to call for any modilication of the course on their account. Their record is as creditable in all branches as that of the other sox. Nor do I see any evidence that their success in their intellectual pursuits is purchased at the expense of health. On the contrary, I doubt whether the same number of young women in any other pursuit in life have been in better health during the year.” In the college-year of 1873-74, 87 v.’omoii students entered the university, 51 taking the academic, 4 the law, and 32 the medical course, the restriction on their entrance in this last department having been removed and a course of study provided for them separate from that for males, but in all respects equal to it. A large new building for the university, costing $125,000 and uniting the two built in 1841 and 1848, has been completed and occupied during the year 1873. With this addition to its means of operation, with libraries now numbering over 30,000 volumes, with a museum embracing upwards of 100,000. specimens, and with a faculty of large extent and ])roved ability, its influence upon the educational interests of the State, and especially upon the public schools — with which it is now intimately linked — can hardly fail to be a steadily improving one. At the formal opening of the new hall, November 5, 1873, Regent Willard said : That which gives special signiflcanco to the expenditures for its completion is the fact that the erection of this building signalizes the first complete union between the univer¬ sity and the State. This is the first building on the university-grounds built from fuuds furnished by the people of Michigan. In providing the other buildings and con¬ ducting the university onward in its course of usefulness, the State has hitherto acted merely the part of an agent or trustee. Tbe Government of the United States has made the endowment and the State has been its steward in the management of the means supplied,” • D. Bethuue Duffield, esq., on the same occasion, said This university, in all its departments and schools, is as much a part of our school-system as the humblest red school-house in the ■State. Without the university and the inspiration it imparts, the schools would ere long become languid, and without the schools it w'ould not be long before the halls of the university wmuld be solitary.” The main address of the occasion was by President White, of Cornell University. It was devoted to a consideration of the proposition that provision for the establish¬ ment and maintenance of institutions for superior instruction must be made by State- and national governments. It is said to have been a most scholarly and able speech. Respecting the other institutions for superior instruction in Michigan, statistical de¬ tails vrill be found in the appended table. Adrian has added two new professors to its faculty and reports its clear assets — ad¬ ditional to grounds, buildings, and apparatus — $160,000. A musical department here is said to be proving a success. Albion, besides forming a Greek and Latin scientific course, additional to its previ¬ ous Greek-scientific and Latin-scientific separate courses, has, through the generous efforts of Mr. David Preston, of Detroit, added $110,000 to its endowment. Hillsdale, with two new professors in the college, as well as a new lecturer in the theologic department, has also increased its endowment by $35,000 and counts over 600 pupils in its different schools. This college has been so unfortunate as to lose by fire its principal building since the beginning of the year 1874. Hope has perfected arrangements for opening a seminary for young ladies in con¬ nection with the college. Kalamazoo has put a new professor in the chair of chemistry and received an addi¬ tion of $2,500 to its funds. Olivet, offering equal advantages to students of either sex, has considerably in¬ creased its library and has some prospect of discharging its indebtedness and adding $100,000 of endowment to its funds. SUPERIOR INSTRUCTION OP WOMEN. Two institutions only for the superior education of young ladies, the Young La¬ dies’ Seminary and Collegiate Institute at Monroe and Michigan Female Seminary at Kalamazoo, have reported their statistics for the last year. The aggregate attendance was 171, of wffiom 22 were in preparatory studies, with 16 professors and instructors, all but one of them ladies. In the freshman-year there were 50 pupils ; in the sopho¬ more, 41 ; in tbe junior, 20 ; and in the senior, 17. Nine were in special or partial courses and 12 in post-graduate-studies. Vocal and instrumental music, drawing and painting, French and German, are taught in both seminaries, while in that at Monroe * For example, there have been instituted the following additional requirements for admission to the classic course in 1874 : in English, the chapters in Hart’s Ilhetoric, on punctuation and the use of cap¬ itals. proof-reading, and the^'study of the English language; in Latin, the last six books of the Alneid ; in Greek, as introductory to tbe fair study of 'the language, the first three books of Smith’s History of Greece, not including the chapters on literature and art. 198 REPORT OF THE COMMISSIONER OF EDUCATION. Italian is added. This reports a chemic laboratory, a philosophic cabinet, and a natiiral-history-museum. The seminary at Kalamazoo has a small natural-history- museiim; both have gymnasiums and libraries of 1,200 and 500 volumes, respectively. Statistical summary of university and colleges. No. of students. Corporate property, &c. Names of university and colleges. Corps of iustrncto o p c; o a I Preparatory. Collegiate. Amount of prop¬ erty of corpo¬ ration . Value of grounds, buildings, and apparatus. Amoitnt of en¬ dowment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. J Receipts for last year from all other sources. Adrian College . . . 10 1 113 31 $7, 750 $35, 000 83, 385 $100, 000 $60, 000 $4, 000 $3, 002 Albion College . . . 7 I'iS 34 290, 994 207, 609 188, 035 8, 221 3,304 Hillsdale College . 24 ”6 408 186 240, 000 120, 000 120, 000 100, 000 10, 000 5,000 Hope College . Kalamazoo College _ _ 7 8 0 0 108 204 20 23 180, 000 443, 000 83, 000 30, 000 100, 000 60, 000 80; 000 50, 000 80, 000 3,500 7, OOO'i 5, 4701 51 OOOi Michigan University. _ 28 0 0 393 Olivet College . 13 4 100 54 70, 000 65, 000 6,050 4, OOOj 400 1,500 4, 500 1,200 2, 250 *22, 700 5, OOO * Geologic specimens in museum, 38,000 ; botanic, 35,000 ; zoologic, 24,000. STATE NORMAL SCHOOL. The year 1871 -’72 is said to have been one of steady advancement in all departments of this institution. It has been the earnest purpose of the faculty to make the profes¬ sional work the leading characteristic of the school. Special instruction was given in the application of the principles of psychology to the science of teaching, and there having been a deficiency of attention to the ancient languages that has proved a hinderance to graduates securing high positions in preparatory schools, the course of study in this line has' been extended so that those who complete it will be qualified to take charge of the larger union- and high schools and prepare students for college^ The demand for teachers from the normal school, both graduates and imder-gradaates, has been far greater than could possibly be supplied. More than 150 of the pux>ils in attendance the last year, including the graduates, have been teaching the present year. Most gratifying reports have been received of the work done by them. It is believed that this institution was never exerting a wider or more healthful infiuence over the schools of the State than at the present time. There is a large increase of ' pupils, the number enrolled up to December, 1872, exceeding the entire enrollment of the preceding year. Pupils are not received for less than an entire term, and the board is required by law to reject every candidate who, iu its opinion, will not make an apt and good teacher.” The number of pupils in the normal school for- the. year ended June .30, 1872, was 296, of v\^hom 120 were males and 176 females. Of this number, 84 were free pupils uuder appointments from members of the legislature. The graduates iu 1872 were 47, of whom 12 had pursued a classic course of four years, 10 a course of modern lan¬ guages for the same time, 12 a full English course of three years, and 13 a common- school English course of two years. Additions to the laboratory are greatly needed and the library is represented as entirely inadequate to the wants of the school. Books of reference for teachers and pupils are greatly needed, for many subjects are taught iu such a way as to require their use. An expenditure of $500 in each of these departments would greatly increase their interest and usefulness. THE AGRICULTURAL COLLEGE, LANSING. A correspondent of the Detroit IVeekly Post writes thus of a visit paid this institu¬ tion: “Passing through the gateway leading to the college-grounds, the gates being opened and closed by the action of the carriage-wheels, we went on through a well- conditioned lawn, over a good road, winding among trees that had been reserved from the native forest, and drove to the huildiug especially devoted to teaching chemistry, where I found Prof. Kcdzie, with his class before him, engaged in a recitation which was only interrupted long enough to glance at my letter of introduction and then continued in my hearing. Enough remained to show that the class had to give the closest attention. This exercise over, we were invited to dinner with the students. The dinner was plain, but of good food well cooked, and the large room, furnished with the short tables now iu general use at hotels, was well filled with young men and a few ladies, and everything seemed to be conducted with order and decorum. The students are required to board in this liall, unless special permission is given to board elsewhere. The board is furnished them at cost and, the last session, was $3 per I MICHIGAN. 199 week. At tlie opening of each term eacli stndent pays |20 as an advance on board, which is allowed for in the settlement of accounts at the end of the term. In addition to this advanced payment of $20, a student, on entering college, is required to paj^ a matriculation-fee of $5 and every term $3.25 for incidentals, with $1 for room-rent — in all, $29.25 at the commencement of the first term. Students from other States pay $10 additional per term, $20 for the year. “Students receive remuneration for the labor they perform, the amount paid de¬ pending on their ability and fidelity. The highest wages paid have been 11^ cents an hour ; the lowest, not more than 2 or 3 cents. Labor is not required on Saturday, but is usually furnished if applied for, and is estimated at a higher rate, tlie maximum being 12^ cents iier hour. * * * The general appearance and bearing of the young men attracted my attention, and their show of liealth and gentlemanly conduct im¬ pressed me favorably. I learned that they v^^ere mostly the sons of farmers ; that their ages would average 20 years ; and that the privilege of working on Saturday was so eagerly seized as to secure them last year $2,000 for work done on that day. “I asked, ‘What has become of your graduates?’ and was answered that 2 died in the army before entering into business ; that 31 were farmers ; 5 teachers in colleges having charge of farms, one of these being professor of entomology in the Agricul¬ tural College ; that another is professor of agricultural chemistry in Michigan Uni¬ versity ; 2 students in animal physiology ; 1 a student of veterinary science ; 1 a stu¬ dent in chemistry ; 1 a manufacturer ; 3 engineers and surveyors ; 5 engaged in law ; 4 merchants’ agents ; 1 a clergyman, but president of a farmer’s club with large attend¬ ance; and 4 teachers in colleges. One student, net a graduate, was made professor of agriculture in the Kansas Agricultural College.” The land still heldoy this institution, 171,074 acres, with the endowment already in hand, $207,500, must make it eventuallj'" one of the wealthiest of its class and bring within its reach most noble opportunities for influence. During the year past it has received from the State $37,348 and has expended for new buildings $13,000; for improvem.eut of grounds, buildings, library, and apparatus, $2,602. It now numbers 6 resident professors, with 4 other instructors; has 115 students in its regular course, with 25 in a partial course and 3 post graduates still prosecuting studies ; reports an income of $11,038.61 from productive funds and $15,500 from other sources ; and counts 2,800 volumes in its library, BUSINESS-COLLEGES. Seven of these institutions — at Detroit, East Saginaw, Hillsdale, Jackson, Kalama¬ zoo, and Lansing — report a total of 25 teachers and 1,248 students. One other, at Grand Eapids, makes no return for 1873. Statistical summary of schools for professional instruction. Names of schools for professional instruc¬ tion. 1 Corps of instructors. I Endowed professorships. I Number of students. Amount of proper¬ ty of corporation. Corpor; 30 1.2 O 'CJ 1” S’ Amount of produc- tive funds. o Income from pro- ^ ductive funds. R’ P Receipts for last year from all other sources. Number of volumes in library. SCHOOLS OF THEOLOGY. Theclogic department, Adrian College* . .. Theologic department, Hillsdale College _ 4 10 1,000 SCHOOL OF LAW. Law-school, University of Michigan . 4 .3:11 (t) 3, 000 SCHOOLS OF MEDICINE. Detroit Medical College . 15 74 $20, 000 $20, 000 Medical department, University of Michigan 5 357 School of pharmacy. University of Michigan. 8 68 SCHOOL OF SCIENCE. State Agricultural College . 10 .... 143 :207,500j $207, 500 $11,039 $15, 500 2, 800 * Not yet fully organized. r Maintained by appropriation of funds from the university. ; Besides 171,074 acres of land. 200 REPORT OF THE COMMISSIONER OF EDUCATION. MICHIGAN INSTITUTION FOR DEAF AND DUMB AND BLIND. The trustees report, iu their last biennial, the uniform good health of officers, teach¬ ers, and pnpils. Out of 171 deaf and dumb pupils and 48 blind, mahiug a total of 219, only one had been lost by sickness, and that a case of j)robable inherited disease. The school is said to have maintained its well-established reputation for thorough¬ ness in all its departments, both deaf and dumb and blind having made remarkable and most satisfactory progress in the various studies pursued. One of the examining committee represents the annual examination as creditable in a high degree to the teachers and the pupils, nearly if not quite equaling similar examinations in the pub¬ lic schools. Training in mechanic occupations, such as type-setting, printing, shoe- making, and cabinet-making, has gone along with the drill in other studies, and has produced a considerable saving to the institution from the products of the labor of so many hands ; has had the most beneficial influence on the spirit of the pupils, and has fitted many of them to be helpers to their x)arents instead of being a burden and a care. The cabiuet-shor) has not only cleared its expenses, but $1,274 more. The shoe- shop has come within $333.71 of meeting every expense. The sewing of about 50 deaf and dumb girls for three hours each day has secured several hundred dollars for the increase of the library. And these healthful industries have quickened the minds and animated the spirits of the ones engaged, exercising their faculties in practical direc¬ tions and giving them the encouragement of feeliug that they were taking steps towards self-support. The school-course has been extended one year, and further extension of it is pro¬ posed and probable. PROPOSED CHANGES IN SCHOOL-LAW. * A constitutional convention held in Lansing, 1873, recommended the following changes in the provisions of the constitution respecting education : (1) That the suj)er- intendent of public instruction shall be a member of the boards of all State educational institutions, including the reform-school. (2) That the supervision and control of the university shall be vested in the board of regents, thus removing it from exposure to the legislative interference which has sometimes iiroved embarrassing. (3) That the legislature shall provide for the establishment and maintenance of a library in each township and of at least one in each city. (4) That women shall be eligible to the office of county-sujierintendent and other school-offices. teachers’ institutes. Seventeen institutes have been held during the year. The average attendance was 75. A greatly increased interest was manifested on the part of the teachers and the results of the meetings were in the highest degree satisfactory. libraries. The number of volumes reported in district-libraries is 108,281 ; in town-libraries 49,744 — total, 158,025. The amount expended during the year for books, by districts, is $11,287.86 ; by towns, $4,244.83. The amount voted from the two-mill-tax for this pur¬ pose is $2,069.63 ; from fines, $20,323.77, or $6,860.71 more than was used as the law re¬ quires. The number of volumes in the libraries is scarcely more than in 1864. The with¬ drawal of the annual appropriation to the librarj^-fuud proved a death-blow to the town¬ ship- and district-libraries. If this could have been continued, although it was a small allowance for so important a purpose, there would now be thousands of libraries of well- selected books, Avhich would be of the greatest service to many of the youth now desti¬ tute of suitable reading-matter, and it would not be manj’^ years before their influence would be seen and felt. A taste for good reading cannot be acquired without books. Create the library and the taste will very soon bo formed. Good school-libraries are considered an important part of the common-school-system — almost an essential one. MICHIGAN. I 201 LIST OF SCHOOL-OFFICIALS IN MICHIGAN. Hon. D. B, Briggs, State-superintendent of public instruction, Lansing. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Allegan . Antrim . Barry . Boy . Benzie . Berrien . Branch . Calhoun . . Cass . Charlevoix . . Cheboygan . Clinton . Eaton . Genesee . Grand Traverse . Gratiot . Hillsdale . Hoyghton . Huron . Ingham . Ionia . Iosco . Isabella . Jackson . Kalamazoo . Kent . . . Keweenaw . Lake . Lapeer . Leelanaw . Lenawee . Livingston . Macomb . Manistee . Marquette . Mason . Mecosta . Midland . Monroe . Montcalm . Muskegon . Newaygo . Oakland . Oceana . Osceola . Ottawa . Saginaw . St. Joseph . St. Clair . Sanilac . Shiawassee . Tuscola . Van Buren . Washtenaw . Wayne . Wexford . Edgar S. Linsley . . Cyrus N. Cutter . . Theo. B. Diamond . Arch. L. Camming - Arthur T. Case . E. L. Kmgslaud . Milo D. Campbell . . Bertrand F. Welch - Samuel Johnson . . John L. Dixon . . Arthur M. Gerow . . Edward Payne . . Darius R. Snoop . Cornelius A. Gower _ Elisha P. Ladd . . Giles T. Brown . . Charles R. Coryell . . Thomas L. Chadbourne, Charles B-. Cottrell . Elmer D. North . . Wilber H. Moon . . O. E. McCutcheon . Charles O. Curtis . W. Irving Bennett . E. G. Hall . George A. Rauney - - John Power . De Witt C. Davenport,. James H. Vincent . Salmon S. Steele . . Edson G. Walker . William Ball..., . Spencer B. Russell . John W. Allen . Harlow Olcott . Lucius E. Hawley . Lewis G. Palmer . Tyson Smith . Elam Willard . E. Henry Crowell . Edwin Thatcher . Jo.s. W. Carpenter . Johnson A. Corbin . Seth Edson . Marcus A. Lafler . Charles L. Passet . John S. Goodman . John W. Beardslee . Miles H. Carleton . Paden Macklem . Ez. J. Cook . John Q. A. Burrington. . Henry S. Williams . George S. Wheeler . George C. Gordon . Clark L. Frazier . Allegan. Atw'ood. Prairieville, Bay City. Homestead. Benton Harbor. Quincy. Marshall. Dowagiae. Charlevoix. Cheboygan. Duplain. Bellevue. Flint. Old Mission. Ithaca. Jonesville. Portage. Port Austin. Lansing. Fallassburg. An Sable. Mt. Pleasant. Jackson. Kalamazoo. Grand Rapids. Copper Harbor Baldwin. Lapeer. North Port. Palmyra. Hamburg. Mt. Clemens. Pleasanton. Marquette. Riverton. Big Rapids. Midland. Monroe. Greenville. Ravenna. Croton. Pontiac. Hart. Hersey. Grand Haven. East Saginaw, Constantine. Marine City. Forester. Owosso. Worth. Lawton. Ann Arbor. Redford. Clam Lake. f 202 REPORT OF THE COMMISSIONER OF EDUCATION. [From the report of Hon. H.B. Wilson, State-superintendent of instruction, for the scholastic year ended September 30, 1872.J SCHOOL-STATISTICS. ^ 1871. 1872. SCHOOL-FUND. Permanent school-fund, November 30, 1872 . Amount received from school-funds in 1871 . 1872 . Decrease for the year . Amount anportioned from permanent school-fund in 1871. 1872. Decrease for the year . Amount received from taxes voted by districts in 1871.... 1872.... Decrease for the year . Amount expended for school-purposes in 1871 . 1872 . Decrease for the year . . . Amount in school-district-treasuries, September 30, 1872... Orders unpaid at the close of the school-year 1872 . SCHOOL-POPULATION. Number of persons in the State between 5 and 21 years of age in 1871. 1872.... Increase for the year..., . SCHOOL-ATTENDANCE. Number of different persons attending school in 1871 1872 Increase for the j-ear . Number not attending school in 1871 . 1872 . Increase for the year . Per cent, of non-attendance in 1871 . 1872 . Increase for the year . Number attending winter-schools in 1871 . 1872 . . Increase for the year . Average number attending winter-schools in 1871 - 1872 _ Increase for the year . . Number attending summer-schools in 1871 . 1872 . Increase for the year . . Average number -attending summer-schools in 1871 ... 1872 .. Increase for the year . . TEACHERS AND TEACHERS’ WAGES. Number of male teachers in 1871 . 1872 . Increase for the year . Number of female teachers in 1871 . 1872 . Increase for the year . Average wages of male teachers per month in 1871 . . . 1872 ... Decrease for the year . Average wages of female teachers per month in 1871. ■ . 1872. Decrease for the j^ear . Amount paid as teachers’ wages in 1871 . 1872 . Increase for the year . SCHOOL-PROPERTY. Number of school-houses in the State in 1871 1872 Increase for the year . . $302, 995 G8 272, 874 45 163, 555 35 162, 264 00 655, 967 08 631, 459 31 1, oil, 656 64 990, 936 08 148, 726 68 500, 559 88 168, 745 180, 020 113, 983 120, 352 53, 480 59, 668 85, 012 91,795 55, 055 62, 046 72, 495 77, 733 46, 332 48, 665 1,482 1,656 2, 903 3, 056 $37 68 $37 39 $25 51 $24 57 $540,388 12 $547, 948 09 2,310 2, 470 ^2,773,098 11. 30, 121 23 1,291 35 24, 507 77 20, 720 56 11, 275 6, 369 6, 188 1 6, 783 6, 991 5, 238 2, 333 174 153 $0 29 $0 94 $7, 559 97 160 MINNESOTA. 203 SCHOOL-STATISTICS— Continued. Value of the school-houses in the State in 1871. 1872. Increase for the year . . Number of school- houses built in 1871 . 1872 . Increase for the year . SCHOOL-DISTRICTS AND SCHOOLS. Number of organized counties in the State in 1871 . 1872 . Increase for the year . Number of counties making school-reports in 1871 . 1872 . Increase for the year . Number of districts in the State in 1871 . 1872 . Increase for the year . . Number of districts reporting in 1871 . 1872 . . Increase for the year . . Number of districts not reporting in 1871 . 1872 . Increase for the year . Number of winter-schools in 1871 . . 1872 . Increase for the year . Aggregate length of winter-schools, in months, in 1871 . 1872 - Increase for the year . Number of summer-schools in 1871 . 1872 . Increase for the year . . Aggregate length of summer-schools, in months, in 1871 1872 Increase for the year . 1871. $1, 758, 13.3 03 $1, 783, 326 43 223 229 2, 732 2, 933 2, 646 2, 836 97 2, 221 2, 354 7, 346 8, 249 2,164 2, 358 6, 931 7, 824 1872. $25, 193 40 9 8 8 201 190 11 133 903 194 893 * The retui'ns for 1873 may be found in statistical tables I and II. THE PUBLIC-SCHOOL-SYSTEM. There has been no radical change in the work of the schools within the past year. The present system, as yet imperfectly developed, owing mainly to the youth of the State, is gradually unfolding itself, and, as more tangible results follow, errors are cor¬ rected, imxirovements made, and a better confidence established. The Minnesota system of common schools is designed to exhibit the American ideal of what ]mblic education should be : the education of every child in the State. The j)urx)ose is to give the greatest possible facilities for instruction; to improve the meth¬ ods ; to elevate the profession of teaching ; in a word, to make the common schools — the schools of the people — so thoroughly attractive and useful as to secure the supjiort of all who are entitled to their benefits. The hearty support and co-operation of nearly all the citizens of the State with the school-work during the past year and the apparent purpose not to be outdone by sis- ter-States in the meritorious effort to make the school-buildings equal to the necessity for them encourage the belief that the school-system accords with jinblic sentiment and is an expression of the public will. As one result of the interest manifested throughout the country in the imj)rovement and perfecting of the public schools, the teachers employed jiossess better educational and other qualifications, and with these improved talents demand higher compensation. Teaching is becoming more permanent, requiring natnral ability, study, and prepara¬ tion. Thought is beginning to take the xhace of mere mechanic rontine in teaching. Work is being xierfornied by those who love it; pupils are instructed, not simply ques¬ tioned ; lessons are relieved of their asperities and are better adaiited to the age and capacities of the learners; labor is lightened; mental powers are strengthened, and there is less unnecessary strain upon the delicate organization of children. Another result of the public interest in schools is marked in the new buildings erected for school-xmrposes. In the older counties the log school-houses and frame shanties are fast disappearing and substantial and commodious structures are taking their xilaces. Many of these are furnished after the approved modes, with outline-maps, globes, and all the modern improvements in the way of school-room-conveniences. The demand for a higher school-standard is also evidenced in the feat that, of 2,745 204 REPORT OF THE COMMISSIONER OF EDUCATION. teacliers who ^Yere examined, 345 failed to obtain license to teacli for lack of the neces¬ sary scholarship.* The county-superintendents are becoming more rigid in their ex¬ aminations, both with regard, to a knowledge of the branches taught and the methods of imparting instruction. * OBLIGATORY EDUCATION. Of this, the superintendent says: “However men may differ in opinion as to the best plan of preventing absenteeism or reclaiming truants, all are impressed with the necessity of some measure to cure this almost universal evil. Laws compelling at¬ tendance at school of children between certain ages have been adopted in Michigan, New Hampshire, Texas, and California and laws regulating the school-attendance of children of certain ages who are employed in manufactories have been enacted in Massa¬ chusetts and Connecticut. It is bciiieved that these laws work well — are sustained and give satisfaction. In many of the European states compulsory educational laws are adopted and enforced. The fact that compulsion works well under a monarchic government is indeed no evidence that it is adapted to a government where all iiow^er is derived from the consent of the governed. But if the principle we so often hear re¬ iterated be a true one, that the safety and preservation of a republican form of gov¬ ernment lie in the virtue and intelligence of the people, and if it be also true that the power of the government can come into the home of the citizen and take thence the father, sou, husband, and brother in order to preserve that government when in dan¬ ger or peril, the same xiow'^er can come into the famil3^-circle and force the citizen to educate his children, in order that they may bi come ciualified to exercise the rights, and privileges conferred upon them by the state and that they may be better able to preserve and defend the state when assailed by either foreign or domestic foes.’’ There was a compulsory law passed by the State of Michigan in 1871. State-Su¬ perintendent Hosford says of its workings : ‘ I do not remember that any law" bearing upon the school-interests of the State wuis ever received with such universal favor as this one. The press, without distinction of party, very generally commend it and very few of the people w^ere heard to speak against it.’ Believing, as I do, in the necessity, in a Government established upon a basis like OUT own, of universal education, I do not hesitate to say that the Legislature ought to incorporate the xnfnciple of compulsory" attendance into our school-system in this and every State in the Union. There are unanswerable arguments in favor of the propo¬ sition. Those who own the property of the State are taxed for the support of common schools for the benefit of all children alike. The poor as well as the rich enjoy the ad¬ vantages of the schools supported by the tax-fund. The question arises. Shall the in¬ temperate, the indolent, the thriftless, who do not contribute to the general welfare of the State and yet receive its protection and enjoy its privileges, being in a minority, be allow^ed to transmit their ignorance through their children, prevent the successful operation of the law, and thus defeat the will of the majority upon a question so interwoven with our higher interests and our very existence as a free State ? The pricele.ss boon of a free school is of incalculably more importance to the non-tax-payers than to any other class; for the property-holders will, as a class, educate their children under any financial system. Now, if the State, for high, social, moral, and imlitical reasons, can justly coerce the property-holders and employers into the support of uni¬ versal free education ; if it can regulate the labor-department in our manufacturing- establishments by a stringent law, can it not — yea, ought it not — for every reason, to insist that the children, in whose interest the factory-law w"as passed and for whom such ample provision is made, shall avail themselves of the profiered opportunities of instruction T’ PRIVATE SCHOOLS. Blanks were sent to all the county-superintendents upon which to return the sta¬ tistics of the private schools of the various grades. It is thus shown that there were 4,285 pupils, in the schools reported, who did not attend any public school during the year. Add this number to the 120,352, the number of persons reported as having been enrolled in the public schools within the past year, and we have 124,637. By a calcu¬ lation based upon the census-returns, showing the population of Minnesota between the ages of 5 and 20 years, 74^ cent, of this class ^ere between 5 and 15 years of age. This is the age when the largest proportion of the schoolable population cease to attend the common schools. Assuming this to be true, we find 74^ xier cent, of 180,020, the entire schoolable X)opulatiou, to be 134,115. From this number deduct 124,637, the aggregate number enrolled in both the xniblic and private schools of the State during the past year, and we have but 9,478, or less than 6 jier cent, of the children of the State under 15 years of age who were not enrolled in some school within the year. This is certainly a fair showing and may challenge any State to exhibit a better one. * The tabular statement differs from the superintendent’s report, giving 3,179 as the total number ex¬ amined and the number rejected as 368. MINNESOTA. 205 HIGH SCHOOLS. Tlie various reports from tlio superinteudeuts of city graded schools seem to sho\y that tlie grade of the high schools is coustautly advaiiciug. The course of study seems to be thorough, embraciug higher mathematics and the languages, and is in¬ tended to prej)are pupils for admission to the State University. Considerable atten¬ tion is given to normal instruction, written examinations are a regular exercise, and, in some of the schools, a part of each day is devoted to practical composition. The Red Wing Collegiate Institute seems to bo a private high school, for both hoard¬ ers and day-pupils. The building is large, convenient, and well furnished with educa¬ tional and physical appliances ; and moral training is not forgotten. The reports of the couuty-superinteudents indicate a marked progress in nearly every respect in the class of schools here indicated. Eleven private institutions for secondary training, additional to those referred to by the superintendent, report an aggregate attendance of 1.302 pupils — 642 young ladies and 660 young gentlemen. Of these, 304 are engaged in classic studies, while 568 are pursuing modern languages ; 76 are specifically stated as preparing for college and 45 tor a scientific coarse. In 6 of these schools drawing is taught ; in 8, music ; 6 have libraries ranging in extent from 208 to 875 volumes ; 2 schools are for the exclusive education of young ladies, Avhile the remainder are for both sexes ; 4 are sustained by the Catholic Church, 3 by the Episcopal, and 4 are unsectarian. THE UNIVERSITY OF MINNESOTA. During the period covered by the report of the president, the library of the univer¬ sity has been increased by the addition of many valuable works, mostly presented. Tuition is still free in all departments, the only universiT.y-charge upon students being a small one of $6 per year, to cover incidental expenses. Boarding and lodging are obtained with some difficulty. Some thirty young men have been sheltered in the building, mostly in the basement-rooms. Sixteen others have been lodged in the handsome structure erected by the honorable president of the board of regents at his own expense. To a boarding-club, composed of the young men so lodged, has been giA-'en the use of some basement-rooms and furniture. The cost of board in this club at no time exceeded $2 per week. But for these arrangements it would have been almost impossible for some of the most promising students to attend. No provision has been' made for the maintenance of young ladies. It is thought probable that, until such time as suitable homes can be provided at reasonable cost for lady students in the neighborhood, the proportionate number attending will continue to decrease. The president expresses the hope that private oi: associated benevolence will at no distant day find a noble fie]d in providing comfortable homes for students of both the sexes desiriug to receive the free instruction of the university. The examinations have been unusually rigorous, and of the 122 candidates for ad¬ mission 20 failed to pass and 27 AA^ere admitted with conditions. An act AAms passed by the legislature of 1872, entitled “An act to provide for a geo¬ logical and natural-history survey of the State, and to intrust the same 'to the University of Minnesota,” It is much to be regretted that the demands uiion the treasurj^ obliged the legislature to restrict the annual approiiriation for these surveys to the sum of $1,000. The board of regents will at once proceed to so expend this sum as to assure the legislators that the larger apiiropriations hereafter to bo made will be wisely used. The possible benefits of these suiweys to the State no one can foretell, the incidental advantages certain to accrue to tlie university are obvious. The collections of natural history contemplated by the law will form a A'aluable means of illustrating the instruction in natural sciences ; men of science and others interested in the physical character of the State will be attracted to the institution, and the mere fact that the operations are carried on at the university Avill prove a sharp stimulus to scientific investigation. In conclusion, the president says of the uniA'ersity : “Having but few things, it wa.nts almost everything — that is, if the State Avants a uniA^ersity indeed. EA'cry genuine university is a growth. It is for the good people of Minne¬ sota to say, tbrough their representatiA’-es, whether theUniA'ersity of Minnesota, Avhose corporate existence Avas coeAml with that of the Commonwealth, shall, under hard con¬ ditions, have a tedious, stinted, unshapely development, or whether, enriched and stimulated by generous cultivation, it shall rapidly but healthfully attain to noble and full proportions.” In tile report of the board of regents it is stated that an agricultural farm is con¬ nected Avith the uniA'ersity and that the chair of chemistry has been temporarily com¬ bined with that of agriculture. The department of geology and mineralogy was to be opened in .Januaiy, 1873, and the suiwey is already far advanced. The college of the mechanic arts was also to open in January, and so the uniA’ersity to begin the year with all the classes of a regular American college. New departments arc coiiteui- plated Avhen the buildings shall haAm been enlarged and multixdied. 206 EEPOUT OF THE COMMISSIONER OF EDUCATION, Five hundred models from the Patent-Office in Washington have been added to the museum and a collection of marine specimens has been purchased. CARLETON COLLEGE. This college is already ranking itself among the first educational forces of the State. Its faculty is steadily increasing with its endowment. Its course of study shows that it aims at the eastern standard ; and, that it may realize its object, it has given three full years to its preparatory course, thereby placing its requisites for admission fully ux) to those of the older institutions of the country and also introducing additional studies. A fourth year is added to its English course, giving greater prominence to book-keeping and the modern languages, as well as to the sciences. A new stone building has been finished within the past year and is now occupied. The first and second stories are devo'ted to the i)urposes of a chapel, library and cab¬ inet, lecture and recitation-rooms, and the third to dormitories. The boarding-depart¬ ment has been brought into closer relations to the college-authorities. The effect of these and other improvements is seen in the greatly-increased attendance of pux)ils. Though aiming to be thoroughly Christian in its cha,racter, the college is under no ecclesiastic control and is not sectarian in its methods or influences. Its privileges are offered to all alike, irrespective of race, nationality, or denominational preferences. All departments are open to students of either sex. Ladies reside with their teach¬ ers in the ladies’ hall, but both sexes meet in all general exercises, are instructed in the same classes, enjoy the same privileges, and may take the same degrees. ST. JOHN’S COLLEGE. This college, conducted by the Benedictine Fathers, is delightfully located, the build¬ ings and grounds ample and commodious, and the number of its students increasing. The use of tobacco is forbidden in the institution, and a student wishing to abide by this habit is not tolerated. SUPERIOR INSTRUCTION OF WOMEN. St. Mary’s Hall, at Faribault, is the only college or school exclusively for the higher education of women reporting from this State. It has, with 11 professors and instructors — 2 gentlemen and 9 ladies — an attendance of 104 pujiils. Music — both vocal and instrumental — drawing, painting, French, and German are taught. The institution has a natural-history-museum and gymnasium and, in common with the Shattuck School for Boys, a philosoxihic cabinet and a chemic laboratory. SCHOOLS OF THEOLOGY. The two institutions devoted to theological training in the State from v/hich returns have been received may be found in the table appended to this head. Besides these, there is the Bishop Seabury Divinity School at Faribault, under the presidency of the Rifdit Rev. H. B. Wliipxfie, D. D., and with four additional professors in its faculty, this, with the Shattuck Grammar-School for Boys and St. Mary’s Hall for Girls, both also at Faribault, forming a group of educational institutions for training young persons of the Protestant -Episcopal communion from the first elements of learning up to the entrance on professional and active life. The last two, of course, are not professional schools; but their connection with the other in an associated group leads to the men¬ tion of them here. MINNESOTA. 207 Statistical summary of schools for xirofcssional instruction. BUSINESS-COLLEGE. One institution of this kind, at St. Paul, reports 6 instructors and 246 students. NORMAL SCHOOLS. The State normal-school-hoard presents a favorable report of the three normal schools of Minnesota. The enterprise has steadily grown and there have never been so many normal students under instruction as at present. In the model or preparatory department of the Winona school are 62 children of the State Soldiers’ Orphans’ Home, who have received, not only instruction, hut hooks, stationery, and other apparatus, free of charge to the home. The hoard regards “ no State-charity more worthy than this.” The Mankato school, in charge of Miss Julia A. Sears, is re*ported to be “ doing ex¬ cellent service ” and in the highest degree satisfactory to all concerned.” The hoard says : “At the time of Professor Gage’s resignation, the question arose whether it were better to commit the school to the charge of a man — a total stranger — or Miss Sears, who had been connected with it from the first as first assistant. The latter course was decided upon and has been abundantly justified by results.” Of the St. Cloud school the board says : “ We have not the shadow of a doubt that, if the new building were complete and fully equipped from basement to turret, it would be crowded with students to its utmost capacity within the first term. The teaching of this school has been thorough from the first, and no normal-school-graduates are more worthy of confidence than those of St. Cloud.” The board asks for a settled appropriation of $35,000 a year, for the support of the three normal schpols, and says in conclusion : “We have now nearly 300 normal gradu¬ ates in the field, besides more than twice that number wha have gone into active serv¬ ice, as teachers, short of graduation. The idea is now fully recognized that teaching, with proper ciualifications, is a profession as much as law, medicine, or theology; and this profession, in eonscious dignity and povv^er, is now able, as formerly it was not, to command the respect of all classes of people ; and the etfect of this is, and must be, to give discipline, depth, breadth, poise, and dignity to our children, such as neither we nor our fathers were ever able to acquire at school. Whatever looks to the elevation of our school-system and the true dignity of our rising humanity must challenge our respect and awaken the deepest sympathies of our nature, for the mind of the State, more than its muscle or ‘ thousands of silver and gold,’ must determine its standing in the, sisterhood of States.” Prof. Phelps, the principal of the first State normal school, combats the idea that “acade¬ mical teaching ” has no iilace in a normal school. Ho claims that nineteen-twentieths of those who enter the normal school must go back to first principles. “Not only arc they iguorant of the very beginnings of the coinmon-school-stndies, but they have no power of expressing what they do know. And as the art of imparting one’s knowl¬ edge fluently, clearly, and forcibly is one of the prime elements, not only in a good education, but in a teacher’s qualifications, it is perfectly evident that this art must be learned by patient, persistent, toilsome practice at the normal schools, where teachers are prepared. How can this be done if the branches to bo taught are not themselves taught in the teachers’ seminary ? Hence, what the unthinking are pleased to call ‘ academical work’ must be done at the normal school.” Further on he says; “The establishment and hearty support of normal schools means reformation in education. It means revolution in schools where revolution is necessary. And if thorough teaching be not now universal, it is because thorough teachers are not universal. Hence, revolution and reformation in schools must begin with the revo- 208 EEPORT OF THE COMMISSIONER OF EDUCATION. lutiou and reformation of the teachers, and this is precisely the business of the normal schools. “ The way to make the purely professional schools of our modern theorists possible is to raise up a supply of teachers who will so conduct our other public schools of every grade that they shall take the burden of this so-called ‘ academical instruction ’’ from the normal schools, and thus enable them to test these theories. * * * The varied and toilsome experience of practical men in this field has led them to the discovery that thorough and scientific academical teaching, so called, is one of the very best means of effective professional teaching, and that it is only through the latter that some of the best results of the former can be realized. This will ever be the case when the academical work is done with a definite and paramount professional object in view, especially in the field of elementary instruction.’^ MINNESOTA INSTITUTION FOR THE DEAF AND DUMB AND BLIND. The eleventh annual report of this institution speaks of the schools within it as working well and satisfactorily. The south wing of the main building, only inclosed two years ago, has been completed, furnished, and occupied during the year 1873, enlarging greatly the accommodations of the institution and contributing to the com¬ fort of the various inmates. An additional building, 24 by 40 feet and two stories high, designed for a cabinet-shop below and a shoe-shop and store-room, has also been completed, improving much the facilities for instruction in mechanic arts. A fine farm of 97 acres, with about 67 acres of cultivated and ornamented grounds surrounding a comfortable family-mansion, has been secured for the special accommodation of the blind pupils, and is to have a large brick building 40 by 60 feet, with basement, two full stories, and Mansard-roof added during the incoming year to the building already existent on the farm, making with it a continuous vrhole. The total number of pupils in all departments during 1873 has been 106, of whom ^ 86 were deaf and dumb and 20 blind, an increase of 20 of the former and 4 of the latter ' over the number in 1872. The department for the blind sent out its first three gradu¬ ates in 1873, provision for this class having been made three years later than that for the deaf and dumb. One deaf mute also graduated. Mechanic instruction has been considerably attended to and the cooper-shop has turned out over 4,000 barrels, yielding a profit to the institution. More attention will be paid to this line of instruction in the future. directors’ INSTITUTES. The superintendent renews his recommendation of la€t year, that a convention of school-district-offfcers be held for the purpose of consultation and instruction in refer¬ ence to the duties required of them by law. He states that, “ out of the twelve thou¬ sand school-officers in the State, there is not one-fourth of them who can make an accu¬ rate report of the doings of a district during a school-year.” Hence, “ the place to begin making needed improvements in our common schools is to educate the school- officers in regard to their duties.” STATE teachers’ ASSOCIATION. The annual meeting of this body convened at Minneapolis on the 28th of August and continued three days. A course of study for the common schools of the State was recommended, and the State-superintendent of public instruction was requested to issue the same in circular- form for the use of teachers and school-officers. A committee was appointed to pre¬ pare and recommend a course of study for high schools. The following resolutions, among others, were unanimously adopted : “Eesolved, That we see, in the marked success which has attended the teaching of music in our graded. schools the past year, a demonstration that it is not only desirable, but also practicable, to introduce its study at once into all the graded schools of the State. “ Eesolved, That the employment of a teacher of music for the district-schools of each town, as suggested by the president of the association, meets with our entire approval, and we hope to see it secured at no distant day.” teachers’ institutes. Teachers’ institutes have been held during the past school-year as follows : in the months of April and May, in the counties of Chisago, Rice, Martin, Sherburne, Meeker, Brown, and Carver 5 aud in September and October, in Douglas, Stearns, Hennepin, Scott, Sibley, Dakota, Goodhue, Wabashaw, Winona, Mower, Freeborn, Faribault, and Dodge — twenty in all. There was an aggregate attendance of over nine hundred teachers, who manifested a commendable interest in the important matter of fitting themselves for their school-room-work. “ It is a question which it would be well for the legislature to consider, whether it should not be made, by law, a condition-precedent to a teacher’s receiving a certificate MINNESOTA. 209 lic’ensing him to teach, that he should have attended the session of the State teachers’ institute whenever held in his county. It seems no more than just that, after the State has made provision for bringing the institute to the very doors of teachers, as it were, that the teachers should be required to avail themselves of its benefits, unless they can render to the count y-superinteudent a valid excuse for such absence; and, whenever teachers fail to do this, license should be withheld from them. In some States there is a provision of law refpiiring all the common schools in the county to be suspended dnring the time of the institute and also that the wages of the teach¬ ers should continue while they are in attendance. This is nothing more than justice. If there was such a provision of law in Minnesota, teachers could have no excuse for absentiug themselves from the institutes. Should the legislature so amend the law providing for these institutes as to continue the wages of teachers while in attend¬ ance upon the session held in the county, it would merely extend the principle upon which normal schools are built and sustained. No money that has been expended by the State for improving the qualifications of teachers and increasing the efficiency of the common schools has made a better return than the sum annually appropriated for supporting teachers’ institutes. These gath¬ erings of teachers have been the means of stimulating the great majority of those who have attended them to a determination to attain to a higher standard of qualification in their calling, a desire for accomplishing greater good, and of gaining a good repu¬ tation in their profession. The result has been better schools, better methods of teach¬ ing, better school-discipline, and better wages.” The superintendent suggests that in the older counties training-schools, to continue in session for four or five weeks, might advantageously be substituted for teachers’ in¬ stitutes. These should be organized and conducted on the same general plan as a nor¬ mal school, and rather as a supplement to the latter, to satisfy the desire for normal methods and instruction and to furnish the great body of teachers who are pecunia¬ rily unable to take a regular course in a normal school. There is work enough for all and the great need of the State is more and better-qualified teachers. To the end, therefore, that the institute-work may be made the most efficient, it if recommended that the annual appropriation of $2,000, for the purpose of holding teach¬ ers’ institutes, be increased to $3,000, one-third of which shall be spent annually in conducting institutes of one week in length in the newer counties, and the other $2,000 in holding normal training-schools, of at least four weeks’ duration, in such cen¬ tral and convenient places as the State-suj)erintendent may think advisable. LIST OF SCHOOL-OFFICIALS IN MINNESOTA. Hon. H. B. tVlLSOX, State-supeHntendent of instruction, St. Paul. COUNTY-SUPERINTENDENTS. County. Name. Post-office. A Tinlrp. .... _ Rev. J. B. Tuttle ............ _ ............ _ Anoka. "Rpplcpr - . F. B. Chapin . . . . . . ...... Detroit City. Sauk Rapids. Mankato. 'Rpntnn . Rev. Sherman Hall . P.lnp f^prfh Erastus C. Payne _ _ _ _ _ ... _ _ _ Ed. J. Collins . Leavenworth. ...... CnrUf)7i _ _ _ William Shaw . . Thomson. r!flv\7pv J. Thomas Kerker. .... _ .... _ _ .... Chaska. Cass . Charles A. Ruffee, (county-auditor) . Leech Lake. rihippPTVJt .To«pph D "Rnkpr Montevideo. Chi.^.if^n. _ _ V. D. Eddy . Taylor’s Falls. Glyndon. Windom. Clay J. F Burnham _ _ .................... _ r’.otton wnofl . . . H. M. McGaughey . . . . . . . . Cro-w Win(7 . . .... _ _ James S. Campbell . . . . Brainerd. T)pUntn ..... Philip P.rowlpy .. ._ _ _ _ West St. Paul. Dndo-ft • _ A. M. Church . . . . . .... _ Kasson. Don 0-1 as . . . . Smith Broomfield. . .................. _ _ _ Alexandria. Faribault. _ _ _ R. W. Richards . Blue Earth City. Preston. T^illmorp Rev. D. L. Kuhle _ _ ............... _ ..... Frephnrn _ . . . Ilenrv Thurston _ _ ...... _ .......... _ Shell Rock City. Evansville. flraiit . _ _ _ 0. W'. Olitou . Goodhue . Rev. J. W. Hancock . Red Wing. H ennf-pin . . . . . Charles Hoag . . ............... _ Minneapoli.s. Brownsville. HonstfiTi . Or .T T? T.p Blond . _ I.santi . . ... Rev. Richard W^alker. ...... _ _ _ ........ _ Spencer Brook. Jackson. Jackson . E. L. Brownell, M. D . Benj. Norton _ _ _ _ _ _ _ _ .... _ Kanabec . . . Brunswick. Kandiyohi . Lac qui Parle _ J. H. Gates . Eli B. Miller . Harrison. Montevideo, Chippewa County. Beaver 15 ay. Lake _ _ _ .. _ Christian Welnnd _ _ _ _ _ _ Le Sueur . M. R. Everett . Le Sueur. ' 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. List of school officials in Minnesota — Continued. County. Lyon . Rev. Ransom Wart Name. Lynd. Post-o£9ce. W. W. Pendergast . . . Rev. F. W. Morse . . . . H. L. Wadsworth . . . John A. Stoyell . . Lyman W. Ayer . . . Hon. A. A. Harwood . J. E. Cutter . . . . . B. H. Randall . T. C. Bell . Sanford Niles ... _ ... . . . . . . Oltpr Tni! ^ . . . ■NT H rihitteudeii . . Piue . . . . . .... Morton Brvan . . . . . . . Pope _ _ _ _ ..... _ Henry G. Rising . . . Ramsey _ _ _ _ ..... _ _ _ D. A. J. Baker _ _ _ _ _ _ _ _ ..... Redw^ood ... _ _ _ _ _ _ Dr. W. D. Plinn . Renville _ _ _ ... _ ..... Carter H. Drew . . . . . . . . . . T?.ipo . . . George N. Baxter _ _ _ _ _ _ _ Rock . . . . . J. Hart Loomis _ ..... _ _ _ _ _ ... St. Louis _ _ _ ........ _ Jerome Merritt _ _ _ ............ _ _ Scott . . . . . . . . Patrick O. Flynn _ _ _ _ Sherburne _ _ _ _ ...... _ P. A. Sinclair _ _ _ _ _ _ _ Sibley . . . . . . Thomas Boland _ _ _ _ _ Stearns _ _ _ _ _ _ - Bartholomew Pirz _ _ _ _ _ Steele _ _ _ _ _ Rev. George C. T.anner _ _ Stevens . R. M. Richardson . . . Swift . . . ...... _ _ A. W. Lathrop _ _ _ _ _ _ _ _ _ Todd . xl P, Lasbier. _ _ _ _ ..... _ W^ abashaw .......... _ ... _ T A. Thompson . . . . . ...... _ W^aseca _ _ _ _ _ ..... _ Henry G. Mosher _ _ _ ..... _ _ _ _ _ _ Washington _ _ ...... _ Alexander Oldham _ _ _ _ _ _ _ _ W^atouwan _ _ _ _ _ .... _ Thomas Rutledge.. _ _ Wilkin . . . Winona . J. D. Boyer. ... _ .... _ _ _ _ _ _ _ Rev. David Burt . . W^right . . . . . . .T. F. Tjcwis _ Yellow Medicine . . J. A. White.. . Hutchinson. Tenhasseu. Litchfield. Princeton. Belle Prairie. Austin. Lake Shetek. St. Peter. Worthington. Rochester. Fergus Palls. Pine City. Glenwood. St. Paul. Redwood Falls. Beaver Falls. Faribault. Luverne. Oneota. Cedar Lake. Elk River. Henderson. Torah. Owatonna. Morris. Benson. Sauk Centre. Plaiuview. Waseca. Stillwater. Madelia. Breckinridge. Winona. Monticello. Yellow Medicine City. MISSISSIPPI. 211 MISSISSIPPI. fl'^om report of Hon. H. K. Pease, State-superintendent of public instruction, for the scholastic year ended December 31, 1872.J SCHOOL-FUND. Amount of common-scliool-fuud, including Chickasaw and sixteenth- section-funds . . . $1,950,00 00 Beceipts. Amount of revenue accruing from various sources . 545,916 3‘2 Amount of revenue by special county-tax, reported . 543, 768 76 Amount of common-school income-fund, including capitation- and privi¬ lege-taxes and attorneys’ fees . 152,623 45 Expenditures, Amount expended for teachers’ salaries . 584,536 67 Amount expended for salaries and mileage of school-directors . 70, 000 00 Estimated cost of county-school-officers . 145, 000 00 Amount expended for school-houses and contingent expenses . 176,917 76 Total expenditures . 1, 136, 987 95 SCHOOL-POPULATION. Number of youth of legal school-age . . . . . 317, 264 ATTENDANCE. Estimated number of pupils enrolled in public schools . 148,780 Average attendance . . . 125,000 Number of students in normal schools . . . 150 TEACHERS AND OTHER SCHOOL-OFFICERS. Estimated number of teachers of public schools . 4, 800 Average monthly salaries of teachers . $51.32 Number of superintendents . 72 Number of school-directors . . . . 432 SCHOOL-PROPERTY. Estimated number of school-houses, including buildings rented . 4, 650 Number of school-houses built during the year . 426 Estimated value of school-property . . $1,000,000 SCHOOL-DISTRICTS AND SCHOOLS. Number of civil school-districts . . . 76 Estimated number of public schools . 4,650 Estimated number of graded schools . 125 Estimated number of high schools . 80 Number of normal schools . . . 2 Number of universities . 2 Average length of school-terms . 5 mo. 15 days. PRIVATE SCHOOLS. Estimated number of private schools . 400 Estimated attendance upon private schools . 7,050 EDUCATIONAL PROGRESS. The superintendent reports that the results of the educational work of the past year are of the most encouraging character ; that the free public schools are rapidly gaining fcivor among all classes of the people ; and that the cause of education throughout the *For returns of 1873 see. statistical tables 1 anti II. 212 REPORT OF THE COMMISSIONER OF EDUCATION. State is steadily advanciniGj. Irrational prejudices are gradually giving way to reason and an enlightened conservati'^m. The masses of the people, including a large pro¬ portion of the wealthy and intelligent classes, are beginning to demand a conformation to the great fundamental changes in our State- and national policy, particularly vrith reference to popular education. The preceding statistical statement, prepared from the annual reports of county-superintendents and such information from other sources as could be obtained, presents a general view of the present condition of public educa¬ tion in the State and exhibits some of the facts which measure the progress and suc¬ cess of the system of common-school-instruction since its inauguration. Considering the short period of time that the system of public instruction has been in operation, the many difficulties and embarrassments necessarily attending its inaug¬ uration, the magnitude of the educational scheme — comprehending the providing of ways and means for the instruction of nearly half a million of children, scattered over a large area of territory — the system of public education as a new and untried experi¬ ment in the State, the legislation adopted for its organization and maintenance neces¬ sarily crude and imperfect— viewing these considerations in all their bearings, the foregoing statement presents an exhibit of results which must be highlj^ gratifying to the friends of popjular education. PEABODY FUND. The aid extended by this fund to schools in the various towns of the State was as follows: Jachson, with an attendance of 600 pupils, received $1,500,- Crystal Springs, with an attendance of 187,, received $450; Kosciusko, with an attendance of 300, received $450; Hazlehurst, with 347 pupils, received various donations, amount not specified; Summit received $1,000; Yazoo City, $750; Harperville, $300, and Hillsboro’, $300. For the ensuing year arrangements have been made for colored-schools at tiazlehurst, Crystal Springs, and Wesson, allowing $200 to each. The county-superintendent, in his letter asking assistance in their behalf, remarks: “We have three colored-schools in this county, kept in operation five months by the free-school- system and five by private subscription, having an enrollment of from 140 to 150 each and a daily aver¬ age attendance of oyer 100. One of these is at Hazlehurst, where there is a large school-house built by the colored loeople themselves without the aid of the county- or State-board of education.” Rev. B. Sears, general agent of the Peabody fund, in his report for 1872, says : “ Con¬ sidering the great disadvantages under which public instruction has been introduced and thus far carried on in this State, we must regard the results as highly encouraging. There has been a rapid increase of public schools, accompanied with corresponding indications of increasing popular favor.” CHANGES IN SUPERVISION RECOMMENDED, The experience of another year confirms the superintendent in the conviction that certain modifications in the details of the system of school-supervision are necessary. There is too much complication in the internal machinery, and the supervising agen¬ cies are unable to give proper direction on account of the indirectness of their control. Efforts to avoid too much centralization in the supervising power have resulted in the opposite extreme. The adoption of the department- or bureau-system of supervision would give that directness, simplicity, and economy of management which is adopted in the business world, and which, had it been adopted at the outset, it is asserted would have saved to the State a half million of dollars per annum, to say nothing of the increased efficiency it would have given to the educational forces employed. i I NEED OF QUALIFIED TEACHERS. The pressing need in the educational work is properly-qualified teachers; and, in- !| deed, in the elementary schools the demand for teachers is greater than can be sup- ;i plied, even with tlie poor material at command. While not more than one-third of , the school-population of the State are receiving any school-instruction whatever, it is ij believed that of this number at least one half are under the tuition of teachers wholly j! unprepared in professional skill and training to apply the principles of the science and i art of teaching and in many instances lamentably deficient in scholarship and ability !j to manage a school. !' TRAINING-SCHOOLS FOR TEACHERS RECOMMENDED. “ Ill view of these facts it is suggested that the State should stretch forth her strong || arm and assist in educating and improving her teachers. Being bound by the terms |j i of her fundamental law to extend to every child within her borders the means of ac- |! quiring the rudiments of an education, she should educate her teachers as a measure ' of economy and sound public policy, applying the well established rule that skilled j hibor is more valuable than unskilled. The establishment, therefore, by the State of j one or more permanent normal schools and the appropriation of $2,500 for institute- | Avork are recommended ; also the moopulation that citizens are taxed to build jails and defray the expenses of courts of justice, and from them designing and \vicked nuni recruit their Ku-klux Klans. There are still others who willfully refuse to send their children to school under the belief that a little learning is a dangerous thing.” What we want,” say they, ‘‘is meat and bread. Book lamin’ is of no account no how.” If such a law be inexpedient in other localities, it is a necessity in this State. A law comx)elliug all parents and guardians to furnish their children between the ages of 7 and 14 years with four months’ tuition annually, either privatelj’^ or in the xiublic schools, it is believed could readily be executed. GENERAL TAXATION FOR SCHOOL-PURPOSES. The xireseut system of raising school-revenue by local taxation is not only impracti¬ cable, wrong in principle, but is a violation of the spirit and letter of the constitution of the State. Experience proves that it fails to meet the wants and necessities of the counties and municipal districts, which it is intended to serve. PRESENT SYSTEM OF SCHOOL-TAXATION UNEQUAL. In many counties the maximum per centum allowed bylaw would not raise revenue sufficient to educate one-fourth of their scholastic x^opulation, and in the majority of such cases the educational needs of the xieoxile are the greatest. In other counties an exces¬ sive levy of taxes has been made, while in others the boards of suxiervisors have failed to levy a sufficient tax to meet the current exxienses, and, as a consequence, those counties are already involved in debt to a large amount. It is, therefore, recommended that the present system of county and municixial taxation for school-xiurposes be abolished, excexJt the assessment for school-house- and contingent expenses, and that the teachers’ fund be levied xier centum on the general State-tax. The superintendent isxiersuaded, from a careful investigation, that a general tax for the teachers’ fund is essential to the successful administration of the school-system. OBJECTIONS URGED AGAINST STATE-SCHOOL-TAX. The opponents of a State-tax urge against it various objections : that it is unjust to tax the x^eople of one county or section to educate the children of another ; that in the present condition of the State, as regards the ratio of the distribution of wealth to tlie I)0])ulatiou, the burden would fall upon the few, and ux)on a class who have no children to educate ; that it would impose upon the wealthy xilanters in the alluvial districts, and the merchants and bankers at the different commercial centers, an expense from which they would receive no benefit. In other words, it would comxiel the rich to sup- l)ort the poor. Again, it is objected that a general tax comx)els the white men of the State to educate the children of the negro. But as the negro forms a majority of the entire x^oxmlation of the State and in an eminent degree a majority of the x)roducing classes, as such classes of every population — the laborer, tenant, and consumer — indi¬ rectly bear the burdens of taxation, it follows that an assessment uxion the x)rox)erty ot the State would be xirincixially paid by the negro, and, therefore, the ground of com- ])laint, if any exist, against a general tax is with the colored xieople and not the whites. But the colored people are more than willing ; they are anxious to have the ox>portunity of earning with their strong hands the revenue necessary to educate ail the children of the State. Those who entertain these xirejudices against a general system of taxation for the education of the masses are comxiaratively few in numbers and comxirise only a class of fossil theorists, living in the past, willfully refusing to recognize the living issues of the xireseut or receive instruction from the lessons taught by the “ logic of events.” CHANGES IN THE SCHOOL-I.AW NECESSARY. The constitution of the State contemplates a system of ])ublic education nniforni and economic in its operations ; equal, knowing no distinction of class or condition ; 214 REPORT OF THE COMMISSIONER OF EDUCATION. inisectarian, exteiidiiig- its benefits aud privilges to all religions sects, with partiality towards none; un])artisaii in its administration, conforming always to the will of the majority, not only ina.kiug iustrnction in inorrdsand thc^ elements of knowledge nni\ er- sal, bnt fostering instrnetion ii! the higher branches of learning. In the o])inioii of t he superintendent, the ju'csent system fails to meet the recpiirennsnts of the fundainental law, and certain changes ar(i recommended by him to the consideration of the legisla¬ ture, changes v.dn’ch he deems essential to the administration of a system of public in¬ struction adapted to the wants of the ])eople. Five fundamental coiuiitions are mentioned as essential, viz : (1) the adoption of a sound linancial policy, (2) a well-regulated system of general and local snpervi.sion, (3) uniformity, (4) competent teachers, and (5) instruction in the elements of knowl¬ edge made obligatory. These the present school-policy, while containing in its general outlines some very excellent features, most signally fails to comju’ehend, and is especially defective in its adaiitation to the present social, i)olitical, and linancial condition of the people. FIXAXCIAL POLICY. Alluding to the mismanagement for forty years of the school-lands bequeathed to the- State for educational puriioses by the General Government, to the unlawful diversion of the school-funds to other than school-purj)oses, and the irretrievab’e loss of millions of this sacred endowment to the people’s schools on account of improper legislation and supervision, the superintendent remarks that had a proper financial policy been pursued the school-land-fund alone would now^ afford revenue sufficient to support a system of free schools with ample facilities for the instruction of all the youth of the State. The educational provisions of the new constitution -were intended to remedy the evils of the former policy by establishing a State-board of education for the manage¬ ment of the school-funds under the direction of the legislature and requiiing a consol¬ idation of the different classes of the school-funds into one common fund, to be invested in United States bonds and the income to be inviolably appropriated to the support of the free public schools. By the terras of the constitution the common-school-fund is made to consist of the proceeds of all lands belonging to the State heretofore granted by the General Government (excepting certain sv, 'amp-lands situated on Pearl River) and the proceeds of all lands vested in the State by escheat or purchase or forl'eiture for taxes; all fines for the breach of the penal statutes ; licenses for the sale of intoxi¬ cating liquors, under the general laws of the State ; the funds arising from the consoli¬ dation of the congressional township-funds, and the lands belonging thereto. Noth¬ ing has been done as yet towards consolidating the different classes of funds or making the investment as contemplated in the organic law. Tlie State is indebted to tlie school-fund to the amount of half a million of dollars, funds arising from the sales of lands forfeited for taxes, fines, and licenses, for which the school-fund has as yet not received one dollar of revenue. Again, the sixteeuth-section-fund, amounting to not less than one and a half millions of dollars, affords, under the [)resent management, little or no revenue for the su})portof the school-system. In view of these facts, the superintendent suggests that the State sliould assume the entire debt, and pay to the school fund interest at the rate of 10 per cent., to meet the difference between the in¬ terest on United States bonds and the yu’esent depreciated paper of the State, until the whole debt is yiaid aud invested as required by the constitution. ABSTRACTS OF COUNTY-REPORTS. In Adams County, the cause of public instruction is gaining ground daily. In Amite, much of the former prejudice against the y>ublic-school-system has been overcome and intelligent citizens desire to see the colored people educated. In Attala, a teachers’ institute was organized and held three meetings. Prior to this no teacher of the county had ever attended such a meeting. Eighteen schools established for the colored peo¬ ple, and more might have been but for the difficvdty of obtaining teachers. Twenty- six private schools, maintaiued a yiart of the time, were suspended (luring the ses¬ sions of the ymblic schools, which enrolled their ymyiils. Benton County reports two or three y)rivate schools pooidy attended and great improvement in the yuiblic schools. In Bolivar, seven new schools established in localities that had been entirely destitute ; in all, two schools with twenty-three teachers, and averaging sessions of six months each. Calhoun County re})orts the interest in ymblic schools decidedly on tli<‘ in¬ crease. Ill Carroll, sixty-nine schools established; no opposition to free education, but many objections to the defects of the ]>resent system. In Chickasaw, where trouble had beeii experienced from a determination to break uyi the colored-schools, seven houses having been burned, the spirit ot lawlessness seeuis to have yielded. Choctaw reports the last session one of marked advancement ; no o})position to free schools ; the colored-schools fairly maintaiued and two successful teachers’ institutes held. Clai¬ borne reqiorts harmony aud success in [mblic-school-alfairs ; prejudice against teachers of colored-schools fast yiassing away. In Colfax, ymblic schools have met with severe MISSISSIPPI. 215 oppositiou froin those who should have been the first to aid. In Covington, schools have been improved; instruction of a higher order; discipline better. In Franklin, the success has not been satisfactory, prejudice existing against the school-system and funds being insufficiently supplied. Grenada reports no opposition to the schools and very little" com])laiut about paying taxes to support them, the colored people’s in¬ terest in the cause almost amounting to enthusiasm. Greene reports no funds on hand for school-purposes ; consequently no public schools oiganized, but seven private schools in operation, live white and two colored. In Hinds, attendance upon public schools much larger than the previous year. In Holmes, school-system steadily increasing in public favor and laud-owners liberal in donating sites for schools, colored as well as white ; the teachers, however, not well paid. In Jackson, the great barrier to success is want of funds ; but oppositiou is disappearing, and men of education and worth are offering to serve on school-boards who formerly refused. In Jasper, for want of funds, competent teachers could not be secured. In Jefferson, fourteen new schools organized, two white and twelve colored. In Jones, where more than ordinary obstacles exist, streams impassable for children on foot preventing attendance, the people generally are zealously in favor of free schools. Kemper reports increase of three colored-schools ; prejudice and oppositiou of the people to free schools almost entirely passed away. In Lauderdale, the school-system better appreciated than at any time since its inaugura¬ tion, some who were violent enemies being now its warmest supporters. A high school established large enough to accommodate two hundred pupils, under the intluehce of which the common schools have been greatly improved. No outrages committed ; but school-houses that were burned in 1871 rebuilt ; prejudices against colored-schools fast disappearing. In Lawrence, number of children attending public schools con¬ siderably larger than last year ; schools growing in popularity ; but school-houses poor and no modern furniture. In Lee, prejudice has existed against the school-system, but the feeling is now better. No private schools in the county. In Letlore, schools have not prospered, mainly for w^ant of teachers ; twenty-four schools were established, but only nine teachers could be found ; but one permanent school in the county. A grow¬ ing interest in public schools among the colored people. Lincoln rei:)orts a good class of teachers, the peoxAe, as a general thing, sustaining the free-school-system. In Lowndes, a marked change in sentiment towards public schools ; not an instance of vio¬ lence to teacher or school-building; but difficulty in obtaining competent teachers in the lower grades, jjarticularly in the colored- schools. Madison reports increased edu¬ cational interest ; schools never before in as i)rosx)erous a condition. Marion, for the first time, has the schools proi^erly and thoroughly organized ; but great difficulty in pro¬ curing teachers for the colored-schools, though prejudices of the wffiites are gradually giving way. In Marshall, the school-system working admirably, public sentiment being decidedly favorable. In Montgomery, the board of supervisors refused to levy the school -tax called for by the board of directors, thus embarrassing school-operations ; but a majority of the citizens are in favor of free schools ; their number is increasing. Noxubee reports but twm obstacles in the way of comifiete success: the want of money and the want of efficient teachers. In Newton, the lack of competent, energetic teach¬ ers is the most serious obstacle. Oktibbeha reports i^eace and tranquillity in school- affairs ; no insults or violence to school-officers or prox)erty. Panola reports a gain in attendance of 1,414 white and 1,659 colored pupils. In Perry, “ public sentiment very much averse to the school-system under the present law, on account of its expensive¬ ness.” In Eankin, ]ioblic schools have advanced in numbers and efficiency, with an increased number of colored-schools and competent teachers. Scott reports no disposi¬ tion on the x)art of white people to interfere with colored-schools, but difficulty in pro¬ curing teachers for them. In Simpson, out of 2,138 educable youth, 1,294 received in¬ struction; few jirivate schools, and these were converted into public ones by j^etition. In Smith, the iieoxde are becoming better satisfied with the public-school-system. In Sunflower, where there were but four colored- and three white-schools, the i^ressing demand for labor in the cotton-fields broke them up early. No oxiposition to public schools worthy of notice. In Tallahatchee, attendance at school was good until the cotton began to open, when schools became thin and were mostly discontinued ; the great drawback is want of school-funds; the county flooded wdth warrants worth from 40 to 70 cents on the dollar, with which teachers are jiaid, reducing their salaries greatly. In Tippah, the enrollment 2,250 and average attendance 1,345 ; total scho¬ lastic poxmlation, 3,624. No difference made in the x)ay of teachers on account of sex or color ; ])rivate schools sus};)ended during the session of the x)ublic ones. Tishemingo reports an increase of fourteen white- and twm colored -schools ; schools in better condition than last year ; teachers improved, having attended the high schools during vacations. In Tunica, xmblic-school-system is pronounced a success, citizens, irrespective of race or color, giving it all possible aid. In Warren, x>rogress of the schools not satislactory, for while the scholastic X)ox)ulation has increased 1,664, attendance has decreased 1,076, less than one-fourth the educable children being enrolled in juiblic schools and the average attendance little over one-sixth, the jieople, however, beginning to awaken to the value of the free-school-system and to exert themselves to secure its success ; outside 216 REPORT OF THE COMMISSIONER OF EDUCATION. tlic city of Viclvsbnrj? no private schools iu operation coincident with the public schools. In that city enrolled iu public and 425 iu private schools, while 2,554 were without instruction. In Yalabusha, schools in the busy season discontinued, children bein<; kept at home to work. Yazoo has begun to build up a pernianent school-fund and has an average attendance in the schools of 763 white pupils and 857 colored. HIGH SCHOOLS. Among the eighty high schools reported as existing in the State special men¬ tion is made of the Peabody High and Grammar School at Summit, numbering 335 ])upils, 62 of whom are iu the higher studies ; the high school at Kosciusko, with 170 ])upils; and two in Y'azoo City, aided also by the Peabody fund ; Franklin Academy, at Columbus, with 285 pupils. The Columbus Union Academy, for colored pupils, has prepared many of the best teachers lor the colored-schools. A high-school-bnild- ing has just been comi)leted iu Lauderdale County, which will accommodate 200 pupils. The high schools at Meridian, known as the Meridian Female College, the Methodist College, the Male Academj^, and the Darling Academy, employing eleven thorough professional teachers, a local report states, have recently made application, through their principals, that their institutions be, iu accordance with law, declared public schools. High-school-studies are also pursued in all the institutions for superior instruction in the State. The preparatory department of Mississippi College numbers 60 pupils. The trustees of the State University intend to organize, at the earliest possible period, a university high school, on the most approved plan. A building of adequate dimen¬ sions is to be erected and furnished in every respect for the work of prei)aratory edu¬ cation. Meantime the preparatory department exists as a substitute for the high school and embraces 50 pupils with four instructors. Mississippi College has 52 and Pass Christian College 20 students in their preparatory departments. CENTRAL FEMALE INSTITUTE. The number of pupils iu attendance is at least 20 per cent, in excess of that of the last academic year. The course of study embraces literary, musical, and ornamental departments. In the higher classes of the literary department the English, French, Latin, Greek, and German languages are taught. UNIVERSITY OF mSSISSIPPI, OXFORD. The plan of this university includes three general departments, viz : preparatory, sci- ent>lic, and literary and professional. A college of agriculture and the mechanic arts is also soon to be connected with the institution, the legislature having appropriated to this puiqiose two-fifths of the congressional land-grant to the State fur the benefit of agriculture and the mechanic arts. Although the department has not yet been fully organized, preliminary steps have been taken by the appointment, to the chair of agri¬ cultural chemistry and the special geology and agriculture of the State, of Dr. Eugene W. Hilgard, who has delivered to the students during the current year a course of lec- tunss on these subjects. 'I'he State appropriates annually the sum of |!ll,700 to the support of the university, and all students residing iu Mississipiii are admitted into the department of science, literal ure, and the arts free of charge for tuition and two classes of students are ad¬ mitted to all the departments free, viz: such as are preparing for the gospel-ministry and all of good moral character who are unable to pay. County-scholarships in this university were established, iu 1871, by the legislature, which provided that one stu¬ dent Irom every representative-district in the State shall be selected by competitive examination and sent to the university, $100 being allowed him from the common- school-fuud of the county to aid in paying his expenses at the institution. There are 17 in the faculty; 178 in collegiate department ; 24 students graduated and received degrees at the last commencement ; 5,000 volumes in the library. MISSISSIPPI COLLEGE, CLINTON. The total number of students enrolled during the year was 159, of which 98 belonged to the collegiate department. Although the enrollment shows an increase over pre¬ vious years, such increase is by no means the measure of its prosperity. The character of the students, though it compared last year not unfavorably with that of students in similar institutions, exhibits a marked improvement. The number of students x>ursu- ing studies with a view to the ministry has increased since the last year from 35 to 48. A mortgage of $10,000 was paid oft by voluntary contributions of friends and the sum of $30,000 raised as a new endowment, the latest returns from the college indicating a total endowment of $40,000. PASS CIUUSTIAN COLLEGE. Pass Cliristian College, at Pass Christian, reports, with 14 in the faculty, the number of students in freshman-class, 30; sophomore, 15; junior, 10; and senior, 5 ; while the total number of undergraduate-students in classic or academic department is given as 5. MISSISSIPPI. 217 MADISON COLLEGE Madison College, at Sliarou, v»’bich liad 50 students during a part of the year, 24 ladies and 26 gentlemen, is now temporarily suspended. ALCOKN UNIVERSITY. This institution, now in its second year, has an endowment from tin? agricultural- college-scrip-fund of $134,900; it has 275 acres of land and college-huildiugs complete, with dormittuies, all valued at 1 100,000. The amount of productive funds is $123,150, H-per-cent. State-bonds amounting to $9,852 cash, and $50,000 annual appropriation in State-warrants worth 80 per cent. Tuition is free to residents of the Stale ; to non-resi¬ dents it is |15 a year; the library numbers 5,000 volumes ; there are 5 instrnctois and 179 students, all as yet in the preparatory department. It is, substantially, an agricul¬ tural college of the State. COLLEGES FOR WOMEN. Six colleges for young ladies report a total attendance of 769 pupils, of whom 302 are in preparatory departments. Of the 494 in collegiate studies, 157 were in the fresh¬ man, 165 in the sophomore, 100 in the junior, and 47 in the senior-year ; 23 were in partial or special courses; and 2 were pursuing post-graduate-studies. Music, both vocal and instrumental, is taught in all these colleges; also drawing and painting ; French in all but one and German in two. Four have chemic laboratories and philosophic cabinets; two have the beginnings of natural-history-museunis, and some provision for physical culture ; and one reports an art-gallery. All but two have libraries, the largest numbering 2,000 volumes, the smallest 50. Statistical summary of universities and colleges. Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, (fee. 73 'o ^ '2 3 Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow- meut. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. .TefFerson College _ _ _ _ Madison Colt ge*. _ _ _ _ 2 50 $10, 000 1, 000 Mississippi College . 9 52 46 75, 000 p o o o $30, 000 $3, 000 $7, COO 2, 000 PassChristian College _ 14 "o' 20 60 120,000 0 10, 000 1,000 0 3, 000 Tougaloo University . 13 0 148 t $32. 725 30, 725 0 2, 725 220 14, 235 2. 000 University of Mississippi. 17 .... 50 130 200, oooj 50, 000 5, 000 * Temporarily suspended. f Classic department not organized. STATE NORMAL SCHOOL AT HOLLY SPRINGS. This school has labored under many embarrassments during the year on account of the want of proper conveniences, its pressing need being the want of room. The number of pupils in attendance during the year 1872 was 75. Of these the greater number have been in school the whole year, but there are some who have been obliged to teach a part of the time in order to support themselves. The energy which they have shown is commendable, for in nearly every instance they provided them¬ selves with books and continued their studies, coming back to the school stronger for the elfort made. The school has a full supply of necessary text-books and maps ; a reference-library has been begun, and quite a numljer of volumes secured. STATE NORMAL SCHOOL AT TOUGALOO. The board of normal trustees, in accordance with the requirements of law, made arrangements, in March, 1872, with the trustees of the Tougaloo University, whereby the normal department of that institution became a State normal school, the State obtaining the free use of the normal department with its buildings and ap])urtenances. The great and pressing need of the school is room and better appliances for the various exercises and recitations. An appropriation from the legislature of $40,000 or $60,000 would ))lace the school on a permanent, self-supporting basis, and it is thought that the outlay of an equal amount in no other direction would bring greater and more immediate returns in securing order and a more settled condition of society in the State. In the near future not less than $500,000 will be expended on a State-peniten- 218 REPOET OF THE COMMISSIONER OF EDUCATION. tiary, and cannot the State afford at least one-tenth of this amount for the equipping of a State normal school ? thus striking a direct blow at ignorance, the cause of crimes which fill jails and prisons. During the year instruction has been given in the normal classes to 112 students; at the time of re[)ort those classes numbered 70, about 140 being in attendance upon the primary and intermediate gi’ades. During the year (mostly from June to December) 25 of the students were engaged in teaching in the public schools, maiidy with marked success; and, notwithstanding that during the fall-term several of these continued teaching, the attendance at the normal increased beyond any former occasion, and numbers, for want of room and accommodations, were refused admission. The regular course of instruction occupies four years. The methods are those used in the best normal schools at the East, with such changes only as are adapted to the different circumstances. TOUGALOO UNIVERSITY. Although this institution hears the name of a university, it does not yet seem to have a collegiate rank, its university-education being reserved for future years. Only common-school, normal, and industrial classes Ifave as yet been organized. Other departments for university-education and professional training will be put in operation as necessity demands. The institution was chartered by the legislature of 1871, though it had been in suc¬ cessful operation for two years previous under the management of the American Mis¬ sionary Association. There are three fine buildings, including a boarding-hall each for the ladies and gentlemen of the insticutiou. A marked feature of the uuiversitj^ is an agricultural department, in which opportu¬ nity is afforded those who desire it of paying a part or the whole of their expenses by manual labor, without materially interfering with their studies. The industrial department is of equal value to females in the way of defraying expenses and in giving practical knowledge and experience in household-duties. * No separate property, but an annual appropriation of $2,000. t Preparatory. + Appropriation in State-warrants worth 80 cents on the dollar. MISSISSIPPI INSTITUTION FOR THE DEAF AND DUMB, {near JACKSON.) The report of the trustees for the first full fiscal year since the re-establishment of this school speaks favorably of the new building purchased for its use, but says that more mutes are applying for admission than can well be accommodated in it. They therefore pro])ose an early addition to it, at a cost of some $6,000, as well as the put¬ ting up of workshops for mechanic training of the pupils, at a further cost of perhaps $1,000. Another important proposal is that, as the school is sustained by State-apjiro- priations, derived from a taxation of the citizens of the whole State, it should be thrown open, as the other public schools are, without discrimination between rich and poor, to every mute child of at least every white citizen. The general arrangements for the training of the pupils appear to be atlmirable, hai)i)ily mingling a perfect order with a genial family-freedom. The order is such, that the pupils, in going to and from the school-room and the dining-room, move in regular ranks ; the freedom such that, once out of school-hours, we seem to be reading of the MISSISSIPPI. 219 easy lasts and pleasant recreations of a well-ordered private honseliold. Study and care of rooms en^aj^e the nioruiipe;-honrs ; then half an hour of recreation before din¬ ner and as luucb after it ; tlieu work from 3 to 5 o’clock; the girls, in sewing and other domestic duties under the matron ; tlie boys, in some kind of out-door occupation, such as gardening, sawing wood, pumping water, cleaning up yards, clipping hedges, repair¬ ing fences, and so on ; another liour of recreation, supper, two study-h.-nrs, and bed¬ time is reached, the little ones being allowed to retire earlier if they desire to. It sounds like school and family combined. MISSISSirPI ASYLUM FOR THE BLIND. The report for the year ended December 31, 1S72, speaks of 22 having been in the school for the siiriug-term and 23 for the autumnal one, 10 more being looked for by January 1, 1873. Tliis being a very small proportion of the 113 blind persons in the State of proper age to receive instruction, the superintendent recommends that agents be occasionally sent out to bring to the institution such jiersons as require its beuetits. He also recommends the omission of the word asylum from its title, both as a means of securing a better class of pupils and of preventing applications, now quite frequent, from persons too old for training. Maps, books, globes, illustrative niodels, apparatus, and musical instruments are asked for, the present supply of such being of the most meager kind. Eepair of buildings and fences is desired, too, the former being un¬ painted and leaking badly and the latter having been patched and propped till they are unsightly in the extreme. As in the Institution for the Deaf and Dumb, the iilea is made that, as the establishment must largely be sustained out of legislative funds derived from taxes, it should be thrown open, as the public schools are, without money and without price, to all that need its training. The general system, in this training, appears to be much the same as elsewhere, the ordinary English branches being im¬ parted through oral instruction and books in raised type, a preference being given in these last to the new Ruggles method of having letters in ordinary type for the teacher’s eye, within corresponding ones in raised points, for the pupils’ hands. For mechanic instruction there is a small work-shop, in which the boys are taught broom- and mattress-making and cane-seating. LIST OF SCHOOL-OFFICIALS IN MISSISSIPPI. Hon. H. R. Pease, State-superintendent of public education* Jackson. COUNTY-SUPERINTENDENTS. County. Name. Post-office. County. Name. Post-office. 'Adams . C. C. Walden . Natchez. Lawrence . . . J. W. Welborne.... Monticello. Alcorn . C. M. McCord . Corinth. Leake . J. D. Beauchamp . . Carthage. Amitft . William B. Redmond Liberty. Kosciusko. Leflore . B. F. Mitchell . Greenwood. Canton. Attala . J. H. Alexander . .. Madison . E. C. Johnson . Benton _ _ G. Dickerson . Salem. Marion _ S. A. Foxworth _ Columbia. Holly Springs. Bolivar . G. C. Smith . Floreyville. Marshall ... L. C. Abbott . Calhoun . S. M. Roane . Pittsboro’. Montgomery. Walter Gould . Winona. Carroll . F. Capers Adams .. A. J. J amison . . Carrolton. Monroe ... A. B. Hardcastle . .. Aberdeen. Decatur. Philadelphia. Chickasaw . . . Houston. Newton ..... E. D. Beattie . Choctaw . W. A. Caldwell _ Greensboro’. Neshoba . W. J. Seal . Claiborne . Walter Sprott . Port Gibson. Noxubee .... C. B. Ames . Macon. Clarke . G. W. Halden . Enterprise. Oktibbeha. .. David Pressley - Starkville. Coahoma .... John Cochrane .... Friar’s Point. Panola _ _ H. J. Harding _ Sai’dis. Colfax . E. A. Rugg . West Point. Pearl . . James Winuingham Riceville. Copiah . Greene Millsaps ... Hazlehurst. Perry . M. McCullum . Augusta. Covington . . . . E. W. Larkin . Mt. Carmel. Pike . WUlliam H. Roane.. Magnolia. De Soto . S. J. Reed . Hernando. Pontotoc .... St. Clair Lawrence. Pontotoc. Frank! In . ... J. Buckets - _ .... Meadville. State Line. Prentiss . Rankin ...... O Tt’’ Boonville. Brandon. Hillsboro’. Wcstville. Raleigh. Johnsonville. Burnsville. Greene . M. Meinnis . . . Ss ,T Pmutov Grenada . W. E. Kelley . Grenada. Scott . . . . J W Lack . .. Hinds . J. C. Tucker . Jackson. Simpson .... Smith . SunHower J. W. Farlow _ Holmes . J. Burnham . Lexington. Shieldsboro’. r, E Russell Hancock ..... F.Heiderhoff . P) Rinerpr . . . Harrison . T. W. Elmer . Biloxi. Tishemingo.. T. N. Miller . Issaquena .... S. L. Hussey . Meyensville. Tippah . 1. B. Winston . Ripley. Itawamba .... J. Z. Carmack . Fulton. Tunica . Tallahatchee. F Carter _ Austin. Garner. Jackson . A. C. Steede . East Pascagoula. W. B. Avery . Jasuer . L. J. Bingham . Enterprise. Fayette. Tate . E. J. Lipsev . Senatobia. Jt tier. son . . , . . Ij. Long . Union . Clarence Cullins ... New Albany. Jones . . K. M. NV'atkins . Ellisville. W^ arren _ _ _ C. E. Bent . Vicksburg. Greenville. Kemper . William Kellis . Kelliss’s Store. Washington . J. W. Piles . Lincoln . W. S. Baggett . Brookhaven. Winston . J. M. Davis . Louisville. LamU-rdale .. . A. C. Edwards _ Meridian. Wayne . . Thornes Hutchinson Shubuta. La Fayette... Luwndes . J. F. IMcKenna . Oxford. Wilkinson . . . E. W. Osgood . Wcodville. J. N. Bishop . Columbus. Yazco . W. A. Morgan . Yazoo City. Lee . J. D. Barton . Tupelo. Yalabusha. . . Samuel Brown .... Water Valley. * Hon. T. W. Cardoza succeeds to this office January 1, 187-1. 220 EEPORT OF THE COMMISSIONER OF EDUCATION. MB§SOURI. [From report of Hon. John Monteith, State-superintendent of public instruction.] FINANCIAL STATEMENT. Receipts. Apportionment from State-school-fnnd . . . $355, 682 County-fund reported . . . 159,256 Townsbip-fnnd reported . 193,858 Local tax reported collected . . . . 1, 145, 384 Total income for 1872 . $1, 854, 180 Expenditures. Amount paid for teachers’ salaries . . 1, 320, 957 Amount paid for buildings and other exiienses . 584, 040 Total expenditure . . . 1,904,997 Excess of expenditures over receipts 50,817 ATTENDANCE. Number of white children between 5 and 21 years of age, (males, 327,933 ; females, 308,591) . . 636,524 Number of colored children between 5 and 21 years of age, (males, 18,668 ; females, 18,301) . . . . . . . . 36, 969 Total scholastic population for 1872 . . . . . 673, 493 Increase over 1871 . . . . . . 39, 0.50 Number enrolled in school . . . . . 389,956 Increase over last year . . . 59, 886 Average daily attendance . 208, 880 Per cent, of attendance . 58 Increase in percentage over last year . . . 6 Number of children not attending any school . . . 283,537 Cost per scholar, based on attendance . . . . $4 88 Cost per scholar, based on enumeration . . . $.2 83 TEACHERS AND TEACHERS’ INSTITUTES. Number of male teachers . . . . 5,756 Number of female teachers . . . 3, 106 Whole number of teachers . . . . . . . . . 8, 862 Average monthly pay of male teachers . $42 50 Average monthly pay of female teachers . . . . $31 50 Number of counties where institutes were held . . . 47 Number of institutes held . . . 78 Number of members of institutes . . . . . 2,882 Number of counties where no institutes were held . . . . . 60 SCHOOL-HOUSES AND SCHOOLS. Number of subclistricts reported . . . 7, 199 Number of school-houses . . . 6,608 Number of white-schools reported . . . . . . . . 6, 994 Nnmljer of colored-schools reported . . . . . 227 Whole number of schools reported . . . 7, 221 Average length of school-term, (days) . . . . . . 100 For the returns of 1873, see statistical tables I and II. MISSOURI. 221 SCHOOL-FUNDS. The State-fund apportioned in March, 1872, amounted to $355,682. Of this sum $255,475 were transferred from the State-revenue, being 25 per cent, of that revenue, as required by law. The remainder, $100,206, constitutes theinterest on the permanent investment for school-purposes. When the school-fund shall have been invested in bonds of the State, as provided for in a recent amendment to the constitution, the rev¬ enue to the schools from this source will be largely increased. The superintendent thinks that, “according to the present plan of apportionment, tlie public-school-fund of the State is not doing the work which was designed for it.” Produced by interest On over a million and a half of permanent investment, this fund has been annually distributed upon the enumeration of the school-population. It has thus extended but a limited assistance to any, while it was especially designed to help the weak. The constitution provides that in the distribution of it there shall be taken into consideration the amount of any county- or city-funds appropriated for school-pur¬ poses, and such distribution be made as will equalize throughout the State the amount appropriated. “Justice seems to require that the school-statute should be made to conform to the constitution.” There is said to be urgent necessity for legislation to give better protection to the school-funds, the county- and township-school-eudowment having been reduced from what should have been $14,000,000 to an actual present valuation of less than $5,000,000. This results from a large portion of the connty-school-funds being loaned on personal secnrity and then lost by meeting the statute of limitation. Besides this loss of funds already gathered, there has been a corresponding loss from failure to obtain what was intended to support the schools. The moneys arising from fines, forfeitures, &o., are required by the constitution to be turned into the State-school-fund. These amount to about $100,000 yearly, and, if properly hnsbanded and invested, would have in¬ creased the permanent school-fund by a million of dollars in ten years. But thus far, through imperfect collection or through misconstruction of the law respecting com¬ missions, not one cent of these moneys has ever found its way to the State-treasury or been invested as prescribed. By such means $50,000 of the school-fnnd have disap¬ peared in a single year. The State-school-fund of last year came back from the ac¬ counts of township-clerks more than $50,000 less than when it started from the State- treasury. Reports are received from about one-third only of the towushixi-clerks of the State, and these are procured with the greatest difficulty by- county superintend¬ ents. A correspondence upon the subject shows that the records of school-funds, in a large number of counties, are in a very obscure and confused condition. One county, and that one of the best, states that it will take three months at least to produce a clear statement of the condition of their school-funds. As a remedy for these irregularities, it is recommended that there be a special school- officer in each county, whose business it shall be to write up and keep a constant rec¬ ord and account of all school-funds ; also that the county treasurer be made the sole custodian of the school-funds of the county. The present system gives an average of twenty treasurers in a county, each receiving his commission. The collection of funds is thus attended with great expense, and it is thought that the commission of 2 per cent, should be abolished. The act relating to the recovery of school-lands and funds by the board of education, approved March 22, 1870, has spent its force. The board appointed an attorney in each congressional district, who examined the records. The work resulted iu an ap¬ proximate showing of the condition of the county- and township-school-eudowments, but beyond this it has not been possible to go. The fees allowed by the law are not sufficient to warrant vigorous suits ; therefore few suits have been brought to recover lands fraudulently conveyed or funds squandered or lost. It is strongly urged that there be “such a change in the law as shall permit the board of education, through the attorney-general, to compel, by mandamus, county-court- and other officers holding school-funds to restore these interests to their proper custodians.” CONDITION OF EDUCATION IN THE STATE. “ Notwithstanding the adverse influences arising from political excitements, from the failure of staple crops, from low prices and heavy taxes, and the unusual burdens which the agricultural classes have been called upon to bear, the year 1872 has witnessed a perceptible advance in the cause of general intelligence, and in whatever promotes in¬ telligence, throughout the State. A desire to read and gain information has been quickened as if by some magic inspiration ; periodicals and newspapers have been more eagerly sought for and more widely distributed than ever before, and the mis¬ cellaneous book-trade has received so powerful an impetus as to astonish the most hopeful.” This growth of mind aud the means of its improvement are considered due in great measure to the increase of railroad-facilities aud the better state of feeling consequent upon the removal of political disfranchisement. The schools have shared in the general jirogress. They have increased in number, power, and efficiency, and 222 REPORT OF THE COMMISSIONER OF EDUCATION. find a largely increased circle of friends and supporters. The general character of the school-statistics is encouraging. The rapid increase in the number of school-popula¬ tion is gratifying, as an indication of a proportionate increase in the i30x)ulation of the State. This, together with an increased percentage of attendance over that of last year, forcibly suggests the immediate necessity of providing more ample school-accom¬ modations. The number of public-school-sittings in the State is about 422,560. If these were all filled, there would be 244,997 of the school-population necessarily left out of the public schools. The private educational accommodations of the State, including colleges, give a capacity for not more than 40,000 ; so that, were all the school-houses of the State filled to their utmost capacity, upwards of 200,000 persons of school-age must be left to other chances than schools for their education. Reckoning the period of actual school-going as embraced between the ages of 5 and 16, at least 100,000 under 16 years could not find admittance to any school. The need of fuller school-accommo¬ dations is thus obvious. The colored-schools of the State are gradually gaining strength. There is some lin¬ gering prejudice against them and great indifference to their establishment, but, on the whole, the cause advances. When the local school-officers fail to provide for the col¬ ored children within the limits of their supervision, (where these children number more than fifteen,) it is the duty of the State-superintendent to step in and use the powers of these local officers. In response to calls growing out of such neglect, be¬ tween fifty and sixty colored-schools have been established, without resorting to the expedient of a tax, as authorized by law. Many of the former owners of slaves have co-operated with the superintendent in making provision for the education of the col¬ ored peo^ile. The greatest difficulty attending all attempts of this nature lies in the fact that about half of the children are so widely scattered as to make it impossible to collect them in sufficient number to warrant the expense of a school. The colored people are forcing the question of mixed schools in cases where there are but two or three colored children in a subdistrict. The official opinion given is that the law con¬ templates sei^arate schools, and whether colored children shall, in some cases, be ad¬ mitted to white-schools is a question which confronts j^rejud ice and apjieals to benevo¬ lence more than to law. It is remarked that “no one interest can so effectually either help or hurt the progress of Missouri as the free-school-system that the success of the system must proceed, to a large extent, from the constantly improving quality of the schools ; and that the best educational conditions prevail in districts where directors are elected, without any reference to party politics and with a view to the securing of the best school-train¬ ing possible. EECOMiWENDATIONS CONCERNESTG INTERNAL MANAGEMENT. False economy in the management of schools is strongly deprecated. It is suggested that, where a graded school is crowded and the financial ability of the district cramped, it will be better to resort to some other expedient than that of employing cheap and poor teachers or shortening the term of school. The report of the Boston schools is quoted to show the advantages of the half-day-system, (one-half the pupils attending in the morning and the other half in the afternoon,) and its adoption, es¬ pecially in the primary grades, in cases where the funds are not sufficient to sustain schools in the usual manner for the full term, is strongly recommended. As the improvement of schools depends largely upon a careful definition of the re¬ spective duties of school-officers and teachers, the former must insist upon certain con¬ servative rules with which teachers may not interfere. Township-boards and directors should require of every teacher a record of his work for the benefit of his successor ; otherwise each teacher will waste time in repeating and “doing over’’ a large portion of the work of his predecessor. The necessity for change and improvement is strongly urged upon school-officers, who “are apt to be quite too apprehensive and jealous of innovation.” “In some in¬ stances they stoutly oppose globes, outline-maps, improved seats, and even black¬ boards.” As a result of this, attention is called to “ some schools that are lagging far within the limit of progress measured fifty years ago.” Improved means of education are demanded as the indispensable condition of growth and progress ; among others, that the study of natural science should be introduced into the schools as soon as pos¬ sible. The action of the legislature of Illinois in providing that “no teacher shall be authorized to teach a common school who is not qualified to teach the elements of the natural sciences” is commended. SCHOOL-LAW. The opinion is expressed that any attempt to change, at the present time, any of the essential features of the commou-school-system must either prove fruitless or dis¬ astrous. A resolution to this effect was j)assed by the State Teachers’ Association. It was demonstrated last winter that it is impracticable at present to eombiue and give a resultant in law of the opinions of the j)eople better than is now secured in the MISSOURI. 223 present imperfect school-statute. The diversity of circumstances among tlie people constitutes, in great measure, the cause of diverse and conflicting views. For exam¬ ple, where the country is yet comparatively wild and sparsely settled the township- board is deemed a needless and expensive part of the school-machinery. Where the population is more dense and the system has been worked with more vigor, the town¬ ship-board is regarded with jealous tenacity. The passage of a law authorizing the organization of counties into municipal townships fixes, for the itreseut, the difference of opinion upon the school-township organiz.atiou. The proper change to make now, if any were made, would be to abolish all subdistrict-boards, and secure thereby, as rapidly as possible, the absorption of small and feeble schools by larger and stronger ones. It is questioned whether any legislation can do very much to benefit the school-sys¬ tem. “ Do the difficulties encountered root in the law that shapes the system or in the people, whose duty it is to sustain and operate the system? Will abuses cease by a mere change in the statute? Has a law, of itself, any power? And will it exert any infiueuce towards the advancement of a general public interest unless it is borne up by tbe enlightened and united sentiment of the people?” If it is claimed that it is the business of education to purge away the notion that all the ills of society are to be cured by the panacea of legislation, the rejily is, All that legislation can do is to re¬ move the common obstacles of a great aystem, prescribe methods for the distribution of common good, and then simply regulate and preserve general order. The substance of a system must come from the thought, purposes, and faithfulness of the people. They make the school-system. The law cannot make it. The present great need of the educational system of the State is ’popular interest. Out of this will spring every needed reform.” TAXATION FOR SCHOOLS. Great opposition is manifested by many citizens of the State to the system of local taxation for the support of schools. At several of the county-conventions held during the last summer for the nomination of representatives, the present school-law was declared oppressive and it was resolved that the rejiresentatives of these counties bo instructed to use their influence to have the amount of taxation reduced. Concerning this it is said that, “ if local taxation is depended upon chiefly for the support of the schools, the maximum limit of taxation cannot be reduced without virtually closing the schools in many parts of the State.” Tables from the report of the Commissioner of Education are quoted to show that the rate of taxation in the State is not excessive. According to these, Missouri ranks twenty-seventh in the scale of the amount paid for education. The amount applied to the schools in 1871 was $1,749,049. Of this amount $1,001,750 was raised by local tax. Estimating the taxable valuation at $570,000,000, this would require a levy of only 1.7 mills on the dollar. The next-door neighbors to Missouri raise a tax of from 7 to 11 mills on the dollar for public education and pay $6.45 per capita of school-population, while Misssouri pays only $2.75. In view of these facts it cannot be doubted that a reduction of the maximum limit of school-tax would be equivalent to the abolition of the imblic-school-system. Many persons who are not opposed to taxation for schools yet claim that the jiresent mode of levying taxes is not equitable. This is conceded, but it is claimed that the object of complaint should be, not the school-law, but the abuses in its administration. Facts are cited in illustration. In some localities there is a definite understanding be¬ tween many tax-payers and the collector that the part of their tax-bill denominated school-tax” will not be pressed to payment. The community must have a school, and, to support it, the honest tax-payer bears the delinquencies of his neighbors and X)ays his just proportion of tax several times over. In some counties of the State, many laud-holders are settled on homesteads exem^^t from taxation. Under the scheme of local taxation their children must be educated by a few property-holders who retain their possessions in the usual fee-simple. To support a four-months school under such circumstances often requires a levy of more than 1 per cent, tax — in some instances as high as 4 per cent. — on the proj)erty liable to taxation. The number of townships that find it necessary to levy a tax uj) to the maximum limit of 1 per cent, is very large, while the number that carry their tax above this limit is not, by any means, small. Yet in some localities in the State, where schools are the very best, they are generously sup^iorted by a tax not exceeding 4 or 5 mills. St. Louis meets the entire ex|)ense of her system of schools by a tax of 4 mills on the dollar. In some subdis¬ tricts the habit, until quite recently, has been to levy no local tax, but to. charge a regular tuition-fee for all jiupils attending school. The man of wealth sent six children to the school, because he could afford to pay ; the iioor man who had six children to send found that he could afford to send but two. This made schooling cheap for large property-holders, but did not make education universal and free. As a remedy for these abuses and as a means of equalizing the burden of sustaining public education, it is recommended that the whole, or nearly the whole, expense of carrying on the schools be met by a general tax upon the whole xn'oxmrty of the State, 224 EEPORT OF THE COMMISSIONER OF EDUCATION. instead of by the unequal imposition of local tax. A levy of four mills on the dollar of taxable wealtli, added to the sum total from permanent funds, will be sufficient to maintain schools nine months of the year in every district in the State, while, with the present heavy weight of tax, the average yearly term is but four and a half mouths — just what it was sixteen years ago. It is believed that this plan has the advantages of thoroughness and economy and that its results would be generally satisfactory.* RELATIVE COST OF EDUCATION AND CRIME. The fact is noted that, while from every quarter comes the demand for a reduction of tlie school-tax, as if that were alone the cause of the heavy weight of taxation now laid upon the people of the State, no complaint is ever heard from tax-payers about the costs of criminal cases paid by the State and raised by tax levied on the people. In 1872, the amount of the State-revenue applied to the support of schools was $243,197.33, while there was expended for the prosecution of criminals and the trans¬ portation of convicts to the penitentiary the sum of $174,078.38. The amount paid by the State for bringing to justice the criminals that were actually convicted was $416 per capita. The expenditure of the State (not including local funds or taxes) for the education of her school-population was 53 cents per capita. In several counties in which the school-system is comparatively weak, these parallels are still more striking. In one county where complaints were made concerning the expensiveness of the public schools, inquiry proved that, while the State paid the last year for schools in that county $3,952.92, the criminal costs during the same year amounted to $9,130.68. In view of these facts, the question is asked whether whatever amount is subtracted from the ap¬ propriation for schools will not have to be added to the amount already expended for the prosecution and transportation of criminals. A few counties in which the schools receive careful attention and a liberal expendi¬ ture present fficts worthy of notice as contrasted with those already given. Cooper County, which pays for teachers’ wages $3 per capita of her whole school-population, received from the State last year $3,961 for the support of schools and but $1,089.97 for the prosecution of criminals, although she contains a population more than six times as numerous as the county already mentioned, which pays three times as much for criminal costs. It is generally conceded that large cities are the homes of crime ; and yet St. Louis County receives from the State but $27,652 for the prosecution of her criminals, and $72,399 for education — about 8 cents per capita of her population for crime and nearly 25 cents jier capita for education. Intelligent communities have found that edu¬ cation is the cheapest defense of cities as well as of nations. SUPERINTENDENCE. In the debates of a year ago, which left scarcely any feature of the school-system without discussion, the utility of the office of State-superintendent of public schools was frequently questioned. This, it is believed, arose from the vague idea entertained by many of the duties of the office, and a brief outline is given of the work of the State- superintendent. It is remarked that “the utility of State-supervision in education is affirmed by the practice of almost every State in the Union. It springs from the labor- saving principle that underlies every successful system of activity connected with our modern civilization. The same reason for substituting one responsibility in a county for a common work suggests the desirableness and necessity of establishing one bureau in the State to do what every county wants, instead of operating one hundred and four¬ teen bureaus for the same work.” The most effectual labor of the superintendent, in the present condition of educational progress, is believed to be accomplished by direct contact with the people at teachers’ institutes and popular conventions and in general imblic addresses. At present, not more than one-half the counties of the State can be visited during the year. But with a sufficient force it would not be difficult to bring every school-district into constant synqiathy with the best educational improvements of the times. The couuty-superintendeucy has its supporters and its opposers. In those counties where the deepest interest is taken in the efficiency of the schools and where, as a con¬ sequence of this interest, a competent person has been selected to fill the office, the people are reluctant to dispense with this officer. In counties where the general school- interest has never risen above low-water-mark, and a poor officer has been selected, the people consider the office as a useless superfluity and clamor for its abandonment. MORAL EDUCATION. The charge has been made that the public schools are deficient in moral instruction. This is admitted insofar as that there is a lack of a definite system of teaching and * At a more I’cceut date, the superintendent has recommended to the several school-hoards a means of improving the edncatioual facilities of the State, which Avill not have the form of tax. It is, to pro¬ vide for the schools and people series of popular lectures, which, besides their direct educational effect, may have an indirect one in enabling them, out of the proceeds of the lectures, to establish and maintain good town- or circulating libraries. MISSOURI. 225 traM'inp: in morals in them, while certain causes are stated that work injury, eiHier directly or iudirectly, to the moral habits of the pupils. The remedies sngj^ested for these defects are as follows ; (1) Make the personal charac¬ ter of the teacher of more importance. It is as necessary tliat teachers should bo h'na men and true women as that they should bo acquainted with the branches to be tauoht. (2) Banish from the school all rules exce])t such as are manifestly founded in necessity and common sense, the list of school-crimes being augmented in exact proportion to the list of rules. (3) Make morals a distinct science ami a delinite study to be pursued in the schools. Morality need not be confounded with theology. Morals can be taught without teaching the theologic opinions of any sect, and there is an imperative ne¬ cessity for teaching some simple form of scientific ethics. If this were done a better race of men would grow up to purify every department of public life. EDUCATION AND LABOR. It is believed by many that common schools are the enemies of farming. With the view of discovering what is, in this State, the effect of common-school-educatioii upon farm-laborers, letters of inquiry wmre addressed to leading farmers throughout the State. Their uniform testimony is that the transition from slave to free labor was attended with inconvenience and loss ; but they are unanimous that free labor is quite as remunerative to the employer and that intelligence is one of the necessary conditions of its success. The defects of country schools in this connection are dwelt upon. Much time is spent in what is positively useless. A portion of the time thus spent would furnish an ele¬ mentary knowledge of botany, natural history, or entomology, which would lead a country boy to place a new valuerupon his surroundings and prepare him to conduct a farm upon principles of intelligence and progress. EDUCATIONAL CONVENTIONS. One of the greatest needs of education in Missouri is free, thorough, dispassionate discussion of all questions bearing uxion the subject. In this direction the teachers’ institute has, for years x>ast, done an efficient work. But its range has been too nar¬ row. It was apt "to be circumscribed, both in respect to the disputants and the topics for discussion. The people and the tax-payers did not feel that degree of freedom to participate in the exercises which a more popular instrumentality is designed to inspire. The popular convention, made up of teachers and all classes of citizens, has been adopted with marked results. Free discussion has been invited, and the effect has been largely beneffciaT j:o the cause of education in the State. ST. LOUIS. [From report of Hon. W, T. Harris, superintendent of St. Louis public schools.] A table is given showing the progress of the schools during the past fifteen years. In that time the total enrollment has increased from 9,769 to 30,294, the average attend¬ ance from 5,361 to 20,479, number of teachers from 123 to 534, average araount of teachers’ salaries from $550.75 to $163.88, and the total expenditure per scholar from $14 60 to $20.82. During the past eight years the number of school-houses has increased from 21 to 58 and the number of sittings from 8,976 to 25,750. As only 67 per cent, of the x)upils enrolled are found attending, on an average, at any one time, the presejit number of seats would accommodate an annual enrollment of nearly 34,000 pupils. By the opening of the fall-term of 1873 four new school-buildings will bo in readiness, with 48 rooms and 2,800 sittings. In the early history of these schools the bulk of their support was drawn from tuition-fees ; at present six-sevenths of the revenue is derived from State- and municipal taxation. The expenditure amounts to one-sixth of the en¬ tire annual taxation of the city. The reports of the district-schools for the past year show an increasing attendance of pupils under 7 years of age. It is hoped, by next year, to found a number of small primary schools, more or less on the Kindergarttm-plan, for the benefit of this class of children. The average number of pupils in the lowest three years of the course is about 72 per cent, of the entire number enrolled. The fact that a very large percent¬ age of children receive no education above these grades suggests the imiiortance of making the instruction in those years the most efficient possible. There has been a great decrease in the percentage of tardiness. Two-thirds of the pupils were not tardy at all and the remainder w'ere tardy, on an average, only three times during the year. The number “not absent during enrollment” was 2,046. The result of the introduc¬ tion of natural science into the district-school-course has more than justified the wis¬ dom of the ex])eriment. The imjirovement is manifest both in teachers and pupils. The use of text-books by the teacher is forbidden in all cases where the [uipil is ex¬ pected to recite without it. This insures thoionghness of preparation in all the lessons. German. — Thereisaconstant increase, from yearto year, in thennmberof pupils study¬ ing German. The most noteworthy change during the year has been the tendency of 15 E 226 REPORT OF THE COHHISSIOXER OF EDUCATION. pupils in the higher grades to commence this study. By an act of the hoard German is juade one of the alternative studies required for admission to the high school. The statistics of the German-Eugiish dejiartment exhibit a considerable increase over the previous year. lu some of the schools the proportion of German-English pupils constitutes upwards of 80 per cent, of the entire school. At present, Anglo-American children are allovmd to take up German at the same time with the German-Amenean children, instead of, as formerly, in the fourth year. This plan is to have a fair trial, but brilliant results are not anticipated. Discipline. — Mention is made of improved methods of discipline. An accurate record of ca.scs of corporal punishment shows only twelve and a half cases per day for 20,000 pupils. The system of suspension has proved far more successl'nl. Classification and promotion. — A change in the present plan of classification and pro¬ motion is recommended. It is believed that examinations should be held and conse- (pieut promotions made every few weeks. Thus pupils who fail to pass would not be set back meue than is necessary. When there is only a yearly examination, a pupil who fails to pass is degraded a year, when he needed, perhaps, only a quarter’s review, and is thereby completely demoralized. It is a moral failure quite as much as an in¬ tellectual one. . Schools fior colored children. — Good buildings are provided for the schools for colored children, but there .seems to belittle, if any, increase of pupils. The entire registra¬ tion Vi^as only eight more than last year. The colored population seems to be rather decreasing than otherwise. E V en in (j -schools. — The.se have attained a remarkable degree of success during the past two years, having, within that period, nearly doubled their attendance. They are so •organized as to furnish one room in each for the purpose of instructing foreigners in the • use of English. Punctual attendance and iudu.stry at these schools secure free mem- ber.ship in the public-school-library for the rest of the year. The public-school-library is extending its sphere of usefulness through the liberal policy of the board. No brancli of the school-system exerts a more beneficial influence. I'he library has been opened on Sundays with good result!?. St. Louis high school. — The present actual number of pupils in the high school amounts to about 2| percent, of the number in all the schools. Statistics indicate that, as a rule, about one pupil in four that enter the district-schools reaches the high school. There are four classes, the work of each occupying a year. It is believed that the policy recommended for the district-schools, of more frequent examinations and promo¬ tions, is equally necessary for the high school, so that pupils failing to pass need not be jmt back a year, when, perhaps, they need but a few weeks. Some plan by which the • course of study in the higher grades can be made more elastic is believed to be greatly needed. The change in the rule for admission, allowing German to be substituted for geography, on condition that the former be taken up in the high school in conjunction wit h Latin, has ])roved unwise on the whole. It has improved the German in the dis¬ trict-schools, but injured it in the high school. A modification of this rule is deemed desirable. It is found that when the time is divided between Latin and German but little progress is made in either. Generally, the school has been, during the past year, in an unusually flourishing condition. Four branch high schools relieve the pressure from too great numbers. HIGH SCHOOLS, ACADEMIES, AND SEMINARIES. The 19 institutions of the above class which report their statistics for the past year show an aggregate attendance of 1,812 pupils — 86G boys and 946 girls — the total num¬ ber of teachers — 46 gentlemen and 77 ladies — being 123. One hundred and forty-two of the pupils were engaged in classic studies and 157 in modern languages. Eleven of these schools teach drawing and 14 music ; 7 only report libraries belonging to the school, the. largest of which numbers 1,500 volumes, the smallest 2, which, however, wej'c the standard dictionaries. How far the high schools of the State are graded up to the requireuients of the pre¬ paratory training for the university does not appear in the otherwise excellent report -of the superintendent. The existence of a State-university implies that such will be the case, if it is not at present, as the university is the cap-stone of the edifice which dias its foundation in the common school. UNIVERSITY OF THE STATE OF IMISSOURI. In the report of the chairman of the executive committee it is remarked that the •year ended June 26, 1873, has been one of unexampled progress. No other period in its history has been signalized by so many and such marked improvements. The following summary of the year’s progress is given : The faculty has been increased by the accession of able and experienced men as pro¬ fessors; the number of students has largely increased, and nearly every county in the fetabc is represented; the new scientilic building, one of the most complete of the kind MISSOURI. 227 in the country, has been furnished at a cost of about fifty thousand dollars ; the library, in all its departments, lias been j^reatly increased; the apparatus has received ]are made to have a law passed which will make these diplomas equivalent to State-certificates. Annual a,ppropriation for the school, $5,000. THE NORMAL SCHOOL OF ST. LOUIS Is intended exclusively for the education of teachers for the St. Louis public schools, but is open to persons from any section. The time required for completing the MISSOURI. 229 course is two years. Many of the applicants being found not to possess sufficient ma¬ turity of mind to enable them to profit by the course of study, the age of admission has been increased from 16 to 17 years. The requirements for admission have been made more difficult by the addition of algebra to the examination-list. This has consider¬ ably decreased "the number enrolled; but the number in the high school has corre- spontlinglj^ increased. Pupils from the high school, whose record there is satisfactory, are received into the noimal school without examination. It was found necessary to materially change the course of study, in order to adapt it to pu])ils entering from the high school. The course now differs from the one generally pursued in normal schools, but is believed to be best adapted to the circumstances of the St. Louis schools. The whole number of graduates has been 318, of whom 196 — or one in three . of the whole number employed— are teaching in the public schools of St. Louis. LINCOLN INSTITUTE. This is for the instruction of colored teachers, the building being a contribution from the colored soldiers of the State after the conclusion of the war. The result of the first scholastic year of this institution in its new building, with an enlarged corps of teachers and well-classified departments, is encouraging. The whole number of pujiils during the year was 216, of whom 20 were in the normal department. Twenty-two of the pupils in attendance during last session have since been teaching public schools in the Stare. Some of these will return to the institute to complete their studies. The debt of $10,000 before reported is still unpaid. Repairs and improvements are greatly needed, but lack of means forbids them. The hope is expressed that the State, in its disposal of any means dedicated to educational purposes, will remember the urgent wants of this institution, the only one in the State devoted to the higher education and normal instruction of colored persons. The State-superintendent in his report re¬ marks that “ the least the State of Missouri can do for this institution is to see that its debts are canceled.’’ The expenditure for the institute during the past year was $8,811.44. BUSINESS-COLLEGES. Six of these — at Kansas City, St. Joseph, and St. Louis — report a total of 1,828 stu¬ dents, under the care of 47 teachers. Statistical summary of schools for professional instruction. Names of schools for professional in¬ struction. I Corps of instruction. 1 Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. j Amount of proper¬ ty of corporation. Value of grounds and buildings. ^ Amount of pro¬ ductive funds. 1 Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOLS OF THEOLOGY. German-Evangelical Lutheran Con¬ cordia College . 0 201 $60, 000 4510 nnn 4 400 St. Vincent’s College . 16 0 19 0 5, 500 Theological School cf Westminster College . Vandeman School of Theology . 5 43 $40, 000 $2.5, 000 $2, 000 3, 000 SCHOOLS OF LAW. Law College of University of State of Missouri . 6 32 * 1,000 Law-department of Washington Uni¬ versity _ ■ . ? . 10 36 3. 000 SCHOOLS OF MEDICINE. • Kansas City College of Physicians and Surgeons . 9 11 32, 000 30, OOO 1, OOU 100 ,600 75 Medical College of University of State of Missouri . 7 34 Missouri Medical College... . 16 103 .‘55, 000 8, 000 St. Louis Medical College . 17 196 40, 000 50, 000 15,’ 381 1,500 Homeopathic Medical College cf Mis¬ souri . 13 39 1,‘OCO 2 000 100 Mi.ssouri Dental College . 12 17 t 1 ,’ 200 50 St. Louis College of Pharmacy . 3 42 0 0 i!200 * Supported from university -fund. t Connected ’.vifli St. Louis Medical Collego. 230 EEPORT OF THE COMMISSIONER O'F EDUCATION. Statistical summary of schools for professional instruction — Continued. Karnes of schools for professional in¬ struction. SCHOOLS OF SCIENCE. Missouri Agricultural and Mechanical College . . . Missouri School of Mines and Metal¬ lurgy . . Polytechnic department of Washington University . . Corps of iiisfrnctiou. | -• c c 3- S > o 'C X o o "2 Corporate property, Amount of produc¬ tive funds. Income from pro¬ ductive I'lmds. Receipts for last year from all other sources. 13 183 9, 000 200 8 *30 1 12, 000 .$100, 000 :12, 500 $300 1,200 12 33 ■ Besides 53 preparatory. t Apparatus. Besides 8,000 acres of land. MISSOURI INSTITUTION FOR THE DEAF AND DUMB. This institution makes its ninth biennial report. Since the orgauizatiou of the asylum, in IS.'il, there have been admitted 421 pupils. Durino’ the two years included in the report, 211 pupils have been under instruction. Of these, 9 have been discharged by expiration of term, 8 have removed to other States, 4 have become teachers in the asylum, 2 have died, and 42 have failed to return ; leaving, at the time of the report, December 31, 1872, 146 pupils — males, 72 ; females, 74. The progress of the pupils has been very gratifying and the institution has never been in a more flourishing condi¬ tion. An appropriation of $2.5,000 is asked for to repair the building and increase its capacity so as to accommodate 200 pupils. Even then, not more than one-half of the deaf and dumb in the State capable of receiving instruction will be ])rovided for. There are no facilities for giving instruction in the trades usually taught in such in¬ stitutions, and the only employment of the male pupils is gardening and preparing fuel, d'he females are instructed in needle-work and various domestic duties. A be¬ ginning has been made in teaching articulation, but to secure the advantages arising from this branch a professorship should be established, where the instructor shall be solely employed in teaching it. MISSOURI INSTITUTION FOR THE EDUCATION OF THE BLIND. Owing to delay on the part of contractors, the buildings of this institution could not be used during a considerable portion of the year, and the session of 1871-72 continued only four months. Sixty-six were present during the session. New pupils were not received, and those who lived in distant parts of the State were advised not to return for the short term, but to wait until the fall. Applications for admission have not lieen so numerous as was expected, owing probably to the fact that parents and guard¬ ians of blind children do not consider them cajiable of acquiring an education or are ignorant of the existence of such an institution. It is suggested that county-superin¬ tendents and school-directors make special inquiry for blind children in their respect¬ ive districts and report the number in their annual returns. The present law, iixiug the age of admission at 5 years, is considered objectionable. All the pupils are taught, besides branches taught in other schools, some kind of handicraft — the girls knitting, crocheting, bead-work, sewing, and the use of sewing-machines ; the boys broom- making, mattress-making, braiding mats, and willow-work. The present school-session opens very favorably, with an increased number of pupils. girls’ industrial home and school of ST- LOUIS. This institution, for the care of negleeted children and orphans, makes its eighteenth ainiual re{)ort. Number of inmates at close of last report, 64 ; admitted since, 74 ; dis¬ missed, 63; jn'esent number, 75. The progress of the school is very satisfactory and it is believed that it will compare favorably with any of the public schools. EDUCATIONAL ASSOCIATIONS. The State Teachers’ Association met at Kirksville, pursuant to arrangement, Decem¬ ber 26 and continued in session two days. About 300 teachers from diflerent parts of the State were in attendance and important business is said to have been transacted, but the reports of it have not reached the Bureau. MISSOURI. 231 ST. LOUIS CONVENTION. A convention of the teacliers and superintendents of the first, second, and third con- firessional districts was held by arrangement of the St. Louis Teachers’ Association, December 20-28, at which an adtlress of much interest was delivered by Mayor Brown, on universal education, and such important to[)ic8 were discussed as public-seiiool- libraries, natural science in district-schools, the functions and management of reform-l schools. Kindergarten, a library of educational classics, and grading and classification for county-schools. Superintendent Monteith (telivered an address on the condition of the public sclionls, in which he said that the public-school-system was gloriously growing, aided by tlie ad¬ vance of general intelligence and the spread of liberal and enlightened views. Still, there were hinderances threatening it, which he deprecated, especially a disposition to throw aside all local taxation for the support of schools, which taxation he held to be essential to the schools and not oppressive to the people. The average cost of public- school-instruction in the State was not, he said, above $2.65 per capita of the whole school-population, whereas, in Kansas, it was $6.43; in Illinois, $7.07 ; in California, $11.89 ; in Nevada, $19.17 ; and in Massachusetts, $20.65. The whole amount appro¬ priated to schools laid a tax of only about 2.1 mills on the dollar, whereas Massachu¬ setts raised 3.1 and Kansas 7, so that education in Missouri was as cheap as it possibly could be, and complaints of heavy taxation were unfounded. OTHER CONVENTIONS. Conventions similar to the above were held in the fourth, sixth, and twelfth districts, and one at Richwoods, all of which discussed subjects of much interest, while 84 teachers’ institutes are believed to have been held during the year. LIST OF SCHOOL-OFFICIALS IN MISSOURI. Hon. John Monteith, State-superintendent of public instruction, Jefferson City. COUNTY-SUPERINTENDENTS. County. Name. Post-ofBce. Atlair _ _ _ Robert Mercer _ _ _ _ _ _ _ _ Kirksville. Andrew _ _ ..... _ ...... _ William D. Hoar . . . . . . Savannah. Atchison _ .... _ _ _ .... George F. Bixby . Phelps City, Mexico. A 11 fire in . . . . H. M Hamill . . Burry . Barton _ _ _ _ _ _ J. H. McDonald . . . . . . . Cassville. Nashville. A. D. Pittinger . Bates . James D. Harper . Butler. Benton . . . Washington Allen . Warsaw. Bollinger _ _ _ _ _ ... John W. Revelle . Blarble Hill. Centralia. Boone . . Harvey Halen .... _ ....... _ _ _ _ _ Buchanan _ _ _ _ John T. Riley. . . . . . . . St. Joseph. Poplar Blnflfs. Breckenridge. Fulton. Butler . Isaac B. Tuble . . . Caldwell . H. B. Meffert . Callaway _ _ _ ... _ ... James I. Nichols _ _ _ _ ............ _ Camden . David N. Simons . Linn Creek. Cape Girardeau . Samuel BI. Green . Cape Girardeau. Carrollton. Carroll . Wiley Roy . Carter _ _ _ _ _ _ _ George R. Highsmith _ _ _ _ ... _ _ _ ... Van Buren. Harrisouville. Stockton. Cass _ _ _ _ _ _ _ G. S. Spring _ _ _ _ _ _ _ _ Cedar . Frank H. Smith . Chariton . Alfred Blann . . . . . . Keytesville, Ozark. Christian . J. J. Blartin . . . Clarke . . . Dr. M. B. Scott . El Dorado. Clay . George Hughes . . . Liberty. Graysonville. Jeffer.-on City. Bunceton. Clinton _ _ _ ... _ .... Vincent P. Kelley _ .... . . . . Cole . Thomas Ward _ _ _ _ _ Cooper . 0. F. Arnold . ! . Crawford . ^ . Elias R. Port . . . Scotia. Dade . .' . W. C. West . Greenfield. Dallas . Dr. A. G. Hollenbeck _ _ _ Butfalo. Daviess . W. W. Stout . Gallatin. De Kalb . . . J. L. McKee . Marysville. Salem. Dent . Spencer H. Ware . . . Douglas . .Tames Tj. Davis _ . . . . . Arno. Dunklin . . Homer Spiva _ _ _ _ _ _ ... _ _ Clarkton. Franklin . Julius Kahrmann . . . Franklin. Gasconade . . . Henry Read . . . . . Canaan. Gentry . 1 _ liBinuel C. Taylor . . Albany. Springfield. Trenton. Greene . O. S Reed _ _ _ _ _ Grundy . R. C. Norton . . . Harrison . Nelson Church .. . . Mt Moriah. Henry . .Tames E. Flagg . . . . . Clinton. Hickory . David B. Biddle . Quincy. Oregon. Holt . E. S. Eyerly . 232 REPORT OF THE COMMISSIONER OF EDUCATION. List of school-ojficials in Missouri — Continued. County. Name. Post-office. David C. Caldwell . TT R Webster . ♦ . William '1' De Witt . William F Gatlin . i_Jared R Woodfill . William A. Mathas . V L Settle . J. S Green . . . New Madrid _ _ _ ....... William W. Farmer . . . . . . . . Newton _ ...... _ _ _ A H. Parker. .... _ .... _ _ _ ..... Nodtiway ... _ _ _ _ _ S. C. McClusky ... . . . . . . . Oregon ... _ _ .... _ _ J. D. Litton ................. _ _ ... _ _ Osage .. _ _ _ _ James Adams. _ .... _ ............. _ .... Ozark .......... _ _ ...... J. M. Hutchison ....... . . . . . PHTnixp.ot . . _ _ _ _ G. W. Carleton . . . . . . . ...... "Pi^rvy _ _ John E. Aikin . . . .......... _ T^pttirt _ _ William C. Westlake . "Phpl pn . _ _ _ _ _ _ William S Perkins _ ......... _ .... _ _ _ _ _ J. D. Meriwether ... _ ... _ _ ... _ _ _ _ _ _ John C Sutherland _ _ ... _ _ Polk . .Tames A. Race _ _ VnlflKki . . . S J. Bostwick . . .......... _ ... _ ... T^ntnrnn _ _ ... _ _ Henry C. Shelton _ _ _ _ _ _ Palls . John W. Kerthly . . . . ..... _ _ _ l^anrlolph . _ _ _ William N. Rutherford _ ... _ _ _ ..... _ _ Itqy . _ _ _ _ _ Lucian B. Wright .... _ _ _ ..... _ ... _ .... Reynolds _ _ _ .... _ ... _ _ James M. Ross _ _ ... _ _ _ _ _ .... _ ..... _ _ _ .... G. H. Rife . .1 \ 1 pi St Charles.. _ _ _ _ _ _ Dr. J. H. Stumberg . . . . . Sit. ril H ir _ _ - _ _ William Rice _ ........ ......... _ .... _ _ Sit Tr’rfiTir>ni« _ T. E. Douthit . . St Louis _ _ ... _ _ George T. Murphy _ _ _ _ _ ...... _ _ _ Ste. Genevieve .... ..... _ _ C. C. Kerl argon _ _ _ _ _ _ _ _ Saline ........ _ _ _ ... _ Oliver Guthrie . . . . . ........... Schuyler _ _ ... _ _ _ .... D. M. Merideth . . . . . S( otland . . . . . Bartlett Anderson . . . . . . S(;Ott . . . . . John M. Leftwich . . . . . Shannon _ _ ... _ ......... John W. Miller. . Shell) V _ .... . . . W. B. McGruder . . . Stoddard . . . . S. Chapman . . . . . ..... Stone _ ....... _ ... _ _ _ T. J. McCord . . . . . Sullivan . H. M. Peterson . . . . James Tj. Humphrey _ _ _ _ _ _ .Tames S. Rice . . . . . Vernon . . . James M. Blake . . . . . Warren _ _ _ Rudolph Ritter . . . . AVashington _ _ _ ....... Julius Spencer. ........1... . . . W^ ayne .......... ........ _ J. N. Morrison . . . . . . . Webster. ....... _ ... _ - Jackson . . . . . Worth . A. H. Conn. - _ _ _ _ _ Wright . C. C.Cash . Fayette. Albina. Ironton. Independence. Carthage. De Soto. Columbus. Bee Ridge. Lebanon. Lexington. Aurora. Monticello. Cuivre. Laclede. Wheeling. Pineville. Callao. Predericktown. Lanes’ Prairie. Hannibal. Princeton. Iberia. Charleston. California. Paris. New Florence. Versailles. Point Pleasant. Senec.a. Maryville. Webster. Linn. Piland’s Store; Gayoso. Perryville. Sedalia. Rolla. Louisiana. Platte City. Bolivar. Richland. Unionville. New Loudon. Moberly. Morton. Lesterville. Doniphan. St. Charles. Osceola. Farmington. St. Louis. Ste. Genevieve. Marshall. Lancaster. Memphis. Benton. Current River. Shelbyville. Bloomfield. Galena. Liudley. Forsythe. Cedar Bluff. Nevada. Marthasville. Irondale. Greenville, Marshfield. Grant City. Hartville. NEBRASKA, 233 IVEBKASKA. [From bifennial report of Hon. J. M. McKenzie, State-superintendent of public instructiotedto ]tut the school-fund into such shape that there shall be no uncertainty resi)ecting the aiinual payments of interest. State-securities are considered the least objectionable and yield the largest revenue. MODE OF DISTRIBUTION UNSATISFACTORY. The division of the State-school-fund as prescribed by law is in many instances very unsatisfactory. How to secure equality in the distribution is the most difficult problem of the school-system. The following method is recommended : let the State- fund be distributed to the several counties, as at present, taking the enumeration of scholars as the basis ; then let the county-superintendent divide the one-fourth (which the law requires to be distributed equally) among the several districts, counting each organized district sustaining a school as one and allowing each district containing more than forty pupils to count one district for ea,ch forty and each fraction of forty over twenty. While this method would not give exact equality, it would yet be so nearly equitable that no complaint could be made. The tenor of the present law makes it necessary that a school-district shall not only report the enumeration of children within its limits, but shall also have sustained a school previous to the annual meeting in April, in order to have, for the ensuing year, any share in the school-funds. Thus many newdy-formed districts find it very difficult to sustain a school for the first year. CHANGE IN THE METHOD OF DISTRIBUTION RECOMMENDED. It is recommended that the law be so amended as to allow such districts as have voted to have a school to receive their proportion of the school-money, the money, how'ever, not to be drawn until the school has been in operation the requisite length of time. Tile ambiguity of the present law causes a diversity'of methods in the differ¬ ent counties. Uniformity is imperatively needed and can only be secured by plain legal enactments. SCHOOL-LANDS. One-eighteenth part of the total area of the State of Nebraska, or 2,702,044 acres, is school-land. This if sold at the miuimim price ($7 per acre) would give a permanent fund of $18,914,308. Previous to 1869 there had been sold 21,944 acres of school-lands, at an average price of $10.53 ]ier acre. During 1869 and 1870 there were sold 64,905 acres, at an average price of $8.48 per acre. During 1871-’72 the amount sold wms 25,223.07 acres, at an average price of $7,632 per acre. A large amount of school-lands sold reverts to the State from failure on the i);irt of purchasers to comply with the con¬ ditions of sale ; and as no provision has Iteen made in the law for a report of the amount that reverts it is impossible to give the exact amount derived from this source. INDEMNITY-SCHOOL-LANDS. During the past year a great effort lias been made to secure to the State the lands known as iudemrdty-school-lauds. Lett(;rs were addressed to the Commissioner of the General Land-Office at Washington and to Representatives in Congress, making inqui¬ ries in regard to these lands, and a commissioner was appointed to select lands for the State as provided by law. The total number of acres selected, including the selections made previously, wms 47,155.73. It is requested that steps be immediately taken to have the selections approved, as this is of the utmost importance to the educational interests of the State. Many of the selections previously made have been lost and lauds of less value have been selected. If the present selections are not soon confirmed the same pro¬ cess must be gone over, and still poorer lauds will have to be taken. NORMAL-SCHOOL-LANDS. Of the uormal-school-lands 3,200 acres have been sold, at an average price of $7,288 per acre. The present law relating to the sale of these lands is very defective. It gives the purchaser a deed to the land immediately alter the first payment of interest, the State taking a mortgage on the land as security, and there is no provision declaring the land Ibrfeited when interest is not paid, so that the State is obliged to foreclose the mortgage before the land can revert to it. The interests of this land cannot be too carefully guarded. When the land is all sold the income accruing will very nearly pay the running expenses of the normal school. AGRICULTURAL-SCIIOOL-LANDS. The condition of the agricultural and university-lands is not certainly known at present. No siiecial j)rovision has been made for their sale or lease. NEBRASKA. 235 NEED OF A GOOD PUBLIC-LAND-SYSTEM. Attention is called to tbe lack of system in the pnblic-laud-business of the State, and it is recommended that there bo at once established a land-department with a snlbcient cleric force, and all tbe landed business be under tbe control of that depart¬ ment. SCHOOL-LAW. Nebraska has tbe basis of a very j^ood common-school-law. Tbe existent one has indeed defects that must be remedied, but its general features are well suited to tbe wants of a new State. Tbe number of officers required to carry out the provisions of tbe present law acts as a stimulus to tbe people and interests many in tbe cause of education who otherwise would pay little attention to it. Tbe law, however, needs harmonizing and energizing. On many vital points it is entirely silent ; it imposes duties, but makes no provision for discharging them properly. Tbe provisions of tbe law were undoubtedly intended to include schools of all grades and sizes ; but either it is not sufficiently comprehensive or local prejudices and ambitions have so considered it, and special laws have been enacted for Omaha and Nebraska City. This establish¬ ment of independent districts is regretted, as involving tbe school-system in intricacies, giving occasion for interminable disputes, awakening sectional jealousies, and fostering a spirit of exclusiveness without in tbe end gaining anything. A system that shall harmonize rboronghly from tbe district-school to tbe university is considered above all things desirable. Amendments on several points are recommended in connection with tbe various subjects of tbe report. THE DISTRICT-SYSTEM. The objectionable features of this system are admitted; but it is remarked that, ^'in a sparsely- settled State, it would be nearly impossible to adopt tbe township-plan.’^ By tbe provisions of tbe present law county-superintendents have autbontj^ to form new districts, change boundary-lines, unite districts or dissolve them. This places great power in tbe bauds of one man, but it is doubtful whether any better plan can be devised at present. It is recommended that a definite compensation be granted district-officers for tbe time actually employed in their regular duties and that they be required to perform them faithfully. There being no penalty for neglect of duty, tbe law has only been executed by common consent, and is, to tbe people, advisory rather than compulsory. Legislation is advised in the matter of allowing districts to issue bonds. Tbe present law allows a district to assume an indebtedness to the amount of $5,000, but does not provide for bonding tbe indebtedness. Some districts have issued bonds, but doubts as to tbe legality of that proceeding have injured their sale. SCHOOL-HOUSES. Tbe superintendent remarks : “This is tbe era of school-house-building. The people in many parts of our State, with an enthusiasm almost amounting to frenzy, are bend¬ ing all their energies towards erecting school-houses, many of which would do honor to any city in our country.* There is at present an intensity of feeling on this subject that has seldom, if ever, been witnessed in any other State. Tbe general feeling is that their children must have comfortable and pleasant school-houses, even if the parents suffer for a time for some of tbe comforts of home.” During tbe past year over a hundred new school-buildings have been erected. One county alone has erected twenty-eight. Regret is expressed, however, that greater care has not been taken in the construction and general arrangement of the school-houses. Various suggestions upon this subject are made. The iioiuts specially urged are dry and elevated locations, extensive play-grounds, arrangements for thorough ventilation of school-rooms, com¬ fortable seats, and a liberal supply of apparatus. It is hoped that the legislature will make an appropriation by which proper plans for school-houses may be placed before the people. Much difficulty has been experienced in some districts in obtaining school- house-sites. Legislation upon this point is recommended. REPORTS. At present it is nearly impossible to get anything like full and correct district- reports, owing mainly to a want of proper record-books. The law requires reports, but makes no provision for books for keeping the district-records. Districts will not incur the expense of providing such books, and, unless they are jirovided, perfect re¬ ports can never be obtained. It is recommended that the State-superintendent be authorized to prescribe the forms to be used throughout the State and then require the county-superintendents to supply the districts. This wmuld soon give system and order, instead of the present confusion. * The city of Omaha is said to have one of the finest high-school-buildin^s in tho country, erected and famished at a cost of §250,000. The high-school-buildiug at Lincoln cost §40,000 and tho' new building of the State-university §150,000. 23G REPORT OF THE COMMISSIONER OF EDUCATION. STATE-SUPERINTENDENT. The business of the State-superintendent’s office has nearly doubled within the past two years. “The apportionment of December, 1870, was made to about 32,000 children. The next apportionment will be made to more than 00,000. This is an index to the increase in all respects.” With no provision for a regular clerk, the whole business of the office falls upon the superintendent, and he is obliged, in consequence, to neglect other duties defined by the law, such as visiting schools, hokling teachers’ institutes, &c. It is requested that the legislature make an allowance sufficient to engage the services of a comijetent clerk for at least one half of the year. TEACHERS. The people are beginning to demand a thorough preparation on the part of teachers, and the standard of qualification has been greatly elevated. A change in the method of granting certificates is recommended. Three grades are given at present, but the lines of distinction between them are not sufficiently clear. In the plan suggested the third-grade-certificafes remain as at itreseut, with the proviso that no person shall be granted more than three certificates of that grade. The standard for second-grade- certificates is raised, the county-superintendent to have the power to grant this certili- cate for one or two years, as the candidate’s proficiency may indicate. The first-grade- certificates should be given only to persons of superior qualifications, experience, and ability. Provision should be made for the granting of State-certificates by a commis¬ sion composed of the State-superintendent, chancellor of the university, principal of the State Normal School, and a committee of three appointed by the State Teachers’ Association. The plan of allowing the State-superintendent to grant certificates at will is liable to great abuse. He should have power, however, to annul, at any time, any certificate, when he has sufficient' evidence of the incompetence or immorality of the person holding it. At present he has no po^ver to do so directly. teachers’ INSTITUTES. The law makes it the duty of the State-superintendent to appoint teachers’ institutes in various parts of the State and to cause all schools in the district in which the insti¬ tute is held to be closed during its session. But no means are provided to enforce this requirement, and the institutes thus far appointed have been but partially successful. The class of teachers that needs them most cannot be reached. The superintendent advises that “a law be framed requiring the attendance of all teachers at the insti¬ tutes in their respective districts, allowing time to go on as if they were engaged in teaching, and considering the certificates of those not attending as null and void, unless afterward indorsed by the county-superintendent. To provide a fund to defray the expenses of the institute, require the payment of fifty cents by each candidate for examination, and let the State appropriate $1,500 for a like purpose. Without some such provision it will be impossible to secure proper attendance and the assistance of competent instructors.” In accordance with the instructions given at the meeting of the State Teachers’ Association in August, 1871, arrangements were made for holding a State Teachers’ Institute in the following July. This institute was an experiment. No provision being made by the State to defray the expenses, a tuition-fee of $4 was charged each member. The attendance was very encouraging and the result of the institute highly gratifying. Course of study for the common schools. In accordance with a resolution passed at the State Teachers’ Association in August, 1871, a course of study was arranged by the State-superintendent and laid before the teachers at the last State Teachers’ Association. A resolution was adopted requesting the publication of the course, and its distribution among the teachers and school-offi¬ cers of the State. The course is based upon the supposition that each district will have at least six months’ school during each year. School-boards have entire control of the matter. This course is only recommendatory and not at all binding on any district ; but it is earnestly urged upon all school-officers and teachers to give it a careful exam¬ ination and, if approved, urge its adoption. It is confidentiy believed that, if the school- work were systematized, the results would be far more satisfactory than at present. INDIAN SCHOOLS. The superintendent of Indian affairs in Nebraska reported, for 1871, number of schools, 12 ; teachers, 23 ; pupils registered, 827 ; average attendance, about one-half of the total enrollment. One of the schools is a manual-labor boarding-school, where 64 pu- l)ils receive instruction in different trades. In addition to these there is one evening- school and six Sabbath-schools. The IiKlian-superintendent says: “The iuliuence of these schools is good and the ])areuts in all the tribes are not only favorable to, but take a deep interest in, them. The Indians of Nebraska are becoming civilized, and, if NEBRASKA. 237 they conld he let alone by politicians, hostile Indians, and low whites, there is nothing to prevent the rising generation becoming reimtable citizens of the State. There is no report of these schools for 1872. One important one has been added in 1873. TIIK NEBRASKA TEACHER. In accordance with the resolntion passed at the State Teachers’ Association in 1871 a teachers’-jonrnal, called the Nebraska Teacher, was started. Resolntions indorsing it Avere adopted at the recent session of the association nnd a corps of editors appointed to take charge of it. Already this jonrnal has qnite an extended circnlation in the State. It shonld be in the hands of cA^cry school-olhcer as well as teacher. Provision should be made by the legislature to furnish a copy to each school-district. OMAHA. Orfiavization. — In accordance with the sjAecial law passed at the last session of the legislature, the board of regents, to whose charge had been committed the erection of the high- school-building, and the board of directors, who had previously controlled the common schools, were both discontinued, and the new board of education entered upon the duties of its office in April, 1872. A city-superintendent of jiublio instruction AT as elected, who commenced his duties in August. The schools have been reorganized. There are four departments, including the high school. The maximum course of instruction coA^ers a period of 14 years, the minimum of 12 years. The course of instruction for the schools beloAv the high school was pre¬ pared about two years ago by the State-superintendent and adopted by the board of di¬ rectors. It has never, however, been closely followed and made practical. The inten¬ tion now is to “insist that the teachers shall regard it as law in their work.” A graded course of object-lessons is arranged for the eight years. A philosophic apparatus, to cost $500, has been ordered. Calisthenics, abandoned for a time, have been restored. The corps of teachers has been improved, with a Anew to the highest possible efficiency, and, among others, a teacher of high qualifications, just returned from Europe, has been engaged. Drawing. — The subject of drawing, heretofore generally neglected, is being made an important department in the schools. Bartholomew’s draAving-cards are being used in the first three grades and the series of drawing-books in the higher grades. High-school-huilding. — The magnificent building for this school, before referred to, was completed in tlie fall of 1872, at a cost of over $200,000. It has a campus of ten acres, stands on an eminence commanding a vieAv of the whole city, of the city of Council Bluffs, and of many miles of the river-valley of the Missouri. It consists of a main building, with north and south wings, is four stories high above the basement, and contains fifteen school-rooms and four recitation-rooms. IMurteen of these rooms are capable of seating each from 48 to 60 pupils and the other will accommodate 75. The latter is ad present used as the high-school proper, the institution having been organized only a year before the opening of the building and containing in 1872 but 60 pupils. At least two private schools of high grade are also maintained in Omaha: one, the Brownell Hall Academy for Young Ladies, with seven teachers ; the other, the Omaha •Collegiate Institute for Boys, with a principal and several assistants. The number of pupils in these is not ascertained. Their aim is to afibrd a firir school-training, either for college or for the business of life, in connection with the religious influences of the Protestant-Episcopal communion. STATE NORMAL SCHOOL. The normal school comprises three departments : the model and practicing school, the academic dex^artment, and the normal department. The latter has three courses of study, viz: the elementary English, advanced English, and classic. The first com¬ prises the studies of the first academic year and a year of professional study. The sec¬ ond comprises the first two years of the academic course and the xu'ofessional year. The third embraces the first three years of the academic course and the professional year. No student can enter the normal dexiartment who cannot pass a satisfactory ex¬ amination in the studies of the preparatory year and no student can graduate who has not taken the studies of the x^i’ofessional year. Diplomas of three grades are given. Only those who take the classic course will be entitled to the degree of N. G. — normal graduate. The present course of study is not final, but will be modified in some i)artic- ulars. It is considered especially desirable that the model school should bo so organ- • ized as to comprise three departments of at least nine grades, each grade occupying one year. This, in connection with the academic department, Avill constitute a graded school, whose course of study conqArises thirteen years. It Avill be i^ossible thus to have a model graded school. The normal school has already done much to elevate the stand¬ ard of common-school-teaching in the State ; but it is impossible for one school to fur¬ nish teachers for all the districts ; every effort is therefore made to induce students to remain and take the full normal course, thus fitting themselves for teachers of the 238 REPORT OF THE COMMISSIONER OF EDUCATION. graded schools in the cities and large villages. In this way it is believed the influence i of the institution will be most quickly and powerfully felt. The new building, now in process of erection, is greatly needed, but it cannot be completed and properly fur¬ nished without a further appropriation by the legislature. There is also great need of a larger corps of teachers and more extensive apparatus. XEBRASIiLV CITY. | The number of pupils in all the schools is 752, including a colored-school (ungraded) [ of 23. The schools are well fllled and the attendance regular. There are eight grades, I each occupying a,year in the primary and grammar-schools. The high-school-course [ occupies three years. A regular course of oral instruction has been prescribed for each of the grades below the high-school. All the schools are making satisfactory pro- I gress. During the year many valuable imxirovemeuts have been made in the school- houses. There is also a superior grammar-school connected with Nebraska College. LINCOLN. The school-buildings furnish accommodations for 450 children. The average daily attendance is 370. The whole course of study embraces a period of ten years, of which two years are sjient in the primary schools, three in the secondary, two in the grammar, | and three in the high-school. A high-school-buildiug is in process of erection. The : cost, inclusive of furniture, will be $50,000. | STATE UNIVERSITY. I The incredulity with which the university has, to a certain extent, been regarded is i gradually disappearing from the minds of the people, and the large proportion of stu- j dents from distant parts of the State gives assurance that the university-work is be- j coming better known and its advantages more highly prized with every succeeding | year. | At the commencement of the academic year two new professors were added to the faculty. This has greatly strengthened the institution and permitted the opening of | new departments of study. The board of regents, at its annual meeting in June, de¬ cided to open, at the beginning of the fall term, the agricultural department of the university. This department proposes two courses of instruction : first, a four-years course, similar in most respects to the scientific course of the university, but giving pecial attention to scientific agriculture and farm-economy; secondly, a course of one year in practical agriculture. The agricultural farm comprises 480 acres. An appro¬ priation of $2,500 was made by the board of regents for beginning operations on it in ( the spring. The collections for the cabinet and museum progress rapidly. The liberal donations to the former will make it one of the most complete and extensive in the country. The number of students in the preparatory department of the university for 1873-’74 [| is 77, with 1 instructor. In the classic department are 47 undergraduates, with 6 professors. Females, as well as males, compose the classes, and in the preparatory school there are 23 of these to 54 of the other sex. ! NEBRASKA COLLEGE, DIVINITY AND GRAMMAR SCHOOLS, NEBRASKA CITY. This institution is conducted under the auspices of the Episcopal Church, and the Episcopal bishop of Nebraska is president of the board of trustees. A thorough course of instruction is given in classics, mathematics, science, and business. A school of divinity has been organized during the past year. The bishop, the dean of the divinity- school, and the cleric professors of the college-faculty instruct the theologic students ; in the course prescribed by the house of bishops. The faculty numbers 4 resident and ! 3 non-resident professors, with 4 other instructors; the students in the preparatory department, 62, all males, of whom 15 are jrreparing for the academic course and 20 j for the scientific. The full course is meant to embrace ten years. New buildings, to j cost not less than $10,000, are to be erected during the coming year, the funds for them i being already in hand. DOANE COLLEGE, CRETE. , This institution, under the auspices of the Congregational churches of the State, was j formed in 1872. Its name is in honor of Thomas Doane, esq., of Charlestown, Massa- i chusetts, who has bestowed on it $12,000, on condition that $10,000 more be raised from its i friends within the State and the same amount elsewhere. Its faculty in 1873-74 consists J of 2 instructors — 1 male and 1 female — its students, of 14 males and 15 females in the prei)aratory department and 5 males in the freshman-class. Its permanent buildings are to be erected on a high plateau overlooking the village of Crete, the Big Blue River ( i Valley, and a wide reach of prairie-land beyond. ' NEBRASKA. 239 Statistical summary of university and colleges. Names of university and colleges. P o o OQ .9 O QO 9* o O Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. 2 29 5 $25, 000 200 Nebraska College . 9 "o' 62 20, oon $23, 000 $0 $0 $0 $13, 000 1,500 University of Nebraska. 6 .... 77 26 160, 000 •k 15, 000 1,200 *Forty-four thousand eight hundred acres. Statistical si^mmary of schools for professional instruction. Names of schools for professional in¬ struction. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and build^ings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OF THEOLOGY. Theologic school, Nebraska College . *1 4 .... 4 SCHOOL OF SCIENCE. Agricultural College, (department of the TTnivArwil.y nf Nphra.fsVfl,) _ _ 75 * Instruction in this department is given by the bishop and faculty of the college. Two young Indians are among those who are receiving a training with a view to the ministry. NEBRASKA INSTITUTE FOR THE DEAF AND DUMB. This institution was opened, at Omaha, in 1869, with 12 pupils. The next year the number increased to 23. lu 1871 the legislature made an apt>ropriation for a new building and the citizens of Omaha gave ten acres of land. The building was ready for occupation iu Jauuary,T872. The cost was $15,000. Most of the difficulties attend¬ ing the organization of a new institution have been surmounted, and both the educa¬ tional and financial interests of the institute are in a perfectly satisfactory condition. One-half of the grounds has been worked by the boys of the institute. The number of pupils during the year was 29 — males, 15 ; females, 14. The ages of admission are from 10 to 25. Owing to the diversity of acquirements among the pupils, the number of classes is greater than in most schools of the kind. The methods of instruction are not indicated. The legislature is petitioned for an appropriation of $32,000 for the next two years. STATE teachers’ ASSOCIATION. The eighth annual session of this body was held iu the court-house at Tecumseh, and began December 23, 1873. The president, Hon. J. M. McKenzie, State-superin¬ tendent, delivered the opening address, enlarging on the importance of teachers’ insti¬ tutes for the improvement of comparatively untrained teachers and on the kindred importance of a law for compulsory education to bring into the schools such as would never otherwise attend. In the former he saw the only present hope for the elevation of many school-teachers who cannot secure training in a normal school ; iu the hitter, the only effective means of bringing prejudiced or ignorant or selhsh parents to afford their children the advantages of education. The institution of a judicious and elevated course of instruction for the high schools 240 EEPOET OF THE COMMISSIONEE OF EDUCATION. of the State -was also insisted on. The law establishing the State-nniversity makes a certificate from a county-superintendent that a youth has graduated honorably from a high school of the State a sufficient warrant for his admission to the nniversity with¬ out further examination. But unless a uniform and elevated course should prevail in the high schools it was held that such a provision must eventually degrade the stand¬ ard of admission to the college-classes, so that no special scholarship would be required to enable one to enter. Hence the necessity for such a guarding of the high-school- course as to secure a set of thoroughly-trained pupils for the State’s highest school and make the grand idea of free education from the common school to the university something more than a mere bubble in the sunlight or a great edifice without a base. His final picture of what a thorough system of school-training would make the State is too pleasing and too instructive to be omitted. He says, in a sort of prophetic vision here: “ I see in the future a vast body of people living in Nebraska, andmjffidea of their social life would have them intelligent in a high degree, industrious, and enterprising. Then, dotting the whole landscape we would have neat, commodious dwellings, surrounded with all the adornments that nature, aided by art, could bestow. At convenient distances would appear school-houses of the most improved style of architecture, combining beauty, taste, comfort, and convenience. The people, keenly alive to the influence that the school-house and its surroundings exert on the impressi¬ ble natures of children, would have the outhouses so located and constructed as to preserve all the inherent modesty implanted in a child, to shield it from the snares of vice. The play-grounds would be inclosed with a neat fence and arranged with every convenience for healthful sports. Everything would be elevating and refining, the yard tastefully ornamented with trees and flowering shrubs and covered with a carpet of green. “ They would have a beautiful house for the teacher in close proximity to the school- yard. He should no longer be a homeless wanderer, dependent on the grudged shelter now so often a necessity to him. He should be a workman needing not to be ashamed, and the children should continue under his instruction until qualified to ascend to a school of higher grade. “All the, methods of instruction should be in accordance with reason and nature and the school-room should be a delightful placA “As the children adv-ance in their studies and primary schools no longer afford them opportunities for further education, they would have located near the center of every township, if possible, a high school, manned by a corps of well-qualified teachers, fur¬ nished with appliances for illustrating the various studies i^ursued. The course of study would be so arranged as to commence just where the common school ended and reach sufficiently high to give all who desire it a thorough preparation for the uni¬ versity.” To effect all this, it was granted, was beyond the work of any single man ; but if teachers would all work towards so desirable a consummation, if each would plan for it and all carry out their plans, if a spirit of professional pride, of desire to place the teacher’s profession at least upon a footing with the law or medicine, should be awakened in the two thousand teachers of the State, the thing might eventually be effected. “The best method of managing teachers’ institutes” and “ The place and value of object-teaching in Nebraska common schools ” occupied the morning of the succeeding day, while in the afternoon a paper was read by Prof. Thompson, of the Agricultural College, on agricultural education. On the first of these three topics it was held that the institute should aim mainly to acquaint the teacher with the philosophy of his profession, to discuss the best methods of imparting instruction, and to establish principles by which the value of methods may be tested ; that the impartation of school-instruction is not properly a part of it, but rather the cultivation of an esprit de corps, of asocial, a sympathetic, a professional connection with each other, that all may work upon a plan, and that the best possible one. On the second topic, “ object-teaching,” the tone of the essayist. Dr. Williams, of Lowell, was rather depreciative, the disposition being rather to exalt objective or illustrative teaching as the more effective method, indeed, “ the most effective of all means of instruction,” to be used in every school and to contribute to the interest of every study. The essay of Prof. Thompson on agricultural education was an exposition and a vindication of the system of the agricultural colleges, and was followed by a brief speech from Governor Furnas, in commendation of the one belonging to the State. A paper on “The best method of moral instruction,” by Professor J. H. Kellom, con¬ cluded the exercises as far as the report has been thus far printed. NEBRASKA. 241 LIST OF SCHOOL-OFFICIALS IN NEBRASKA. Hon. J. M. McKenzie, State-superintendent of puMic instruction, Lincoln. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Juniata. B. C. Palmer . Oakdale. Hammond. Croweltown. Rev. E. M. Holland . Tekamah. Savannah. U. W. Wise . Plattsmouth. Green Island. Sidney. Sutton. Clay . Schuyler. West Point. Dakota City. Plum Creek. Iona. Dodge . . John Cay ton . . . . Pebble Creek. Douglas . . . Jeremiah Behm . Omaha. Fillmore . . . John Dempster... . . . Ohiowa. Franklin . A. S. Martin . Bloomington. Beatrice. Gage . L. B. Filley . Hall . John D. Hays . . Grand Island. Hamilton . Byron D. Brown . Orville City. Republican City. St. Paul. Harlan . Hiram M. Luce . . . . . Howard _ .......... . . Thompson McNabb . Jefferson . Dr. P. L. Chapman . Fairbury. Tecumseh. Johnson . S. Wolford . Kearney . . . L. A. Kent . . . . . . Lowell. Knox . . . J. H. Billings . . . Niobrara. Lancaster . A. M. Ghost . . . Lincoln. Lincoln . A. T. Feay . . . Cottonwood. Norfolk. Madison . . Lew. F. Taylor . Merrick . Charles E. Mead . Lone Tree. Nemaha . S. W. McGrew . Brownville. Nuckolls . . D. W. Monte'omery _ _ _ Kiowa. Otoe . . H. K. Raymond . . . . . Nebraska City. Pawnee City. Columbus. Pawnee . . . . .John M Osborne . . . . . Platte . Charles A. Speice . . . Polk . .Tames Bell _ _ _ _ Bellville. Richardson . F. M. Williams _ _ J . . . . . Salem. Saline . . . .Tames McCreedy . . . . Pleasant Hill. Sarpy . George C. Potwin . . . . . . Papillion. Sand Creek. Saunders . Walter Fleming . Seward . George B. France _ _ _ _ . Milford. Stanton . A. C. T. Stevens _ _ Canton. Thayer . Bvron F. Young _ _ _ _ _ Hebron. Washington . Rev. C. (t. Bisbee . . . . . . . Fontanelle. Wayne . R. B. Crawford . . . . . Taffe. Webster . Edward Kellogg _ _ _ Red Cloud. McFadden. York . H. H. Tate . 16 E 242 KEPORT OF THE COMMISSIONER OF EDUCATION. NEVADA. [From the biennial report of Hon. A. N. Fisher, State-superintendent of public instruction, for the years 1871 and 1872.] Dec.31,1870. Dec.31,1872. SCHOOL-FUNDS, PERMANENT AND DISTRIBUTIVE. $58, 000 00 $104, 000 00 46, 000 00 22, 613 74 5, 489 33 Amount disbursed from general (distributive) school-fund during the school-years 17, 124 41 FINANCIAL STATEMENT. 73, 836 64 98, 468 82 24, 632 18 Surplus of school-moneys reported in county-treasuries at close of school-year _ 17, 527 22 12, 492 86 1871. 1872. population and ATTENDANCE, 2. 152 2, 529 461 2, 257 2, 421 537 Increase since 1870 . . . ■Wholf^ number of children between fi and 18 years of age _ _ _ _ 4, 409 4, 950 998 3,310 1, 089 Tncre.ase since 1 870 _ _ _ _ _ _ _ _ Whole number of children under 6 years of age . . . 2, 909 Increase since 1870 _ _ _ _ _ _ _ _ _ _ _ Whole number ot persons between 18 and 21 years of age _ _ 219 185 Increase since 1870 ..... _ ........ _ _ _ _ _ _ _ .............. 67 Total number of persons under 21 years of age. _ _ _ _ ....... _ ..... 6, 291 8, 445 2, 154 Increase since 1870 _ _ _ _ _ _ _ _ _ _ _ _ ... _ _ _ W^hole number of children between 4 and 6 years of age _ _ ...... _ ......... 676 861 Increase since 1870 ....... _ _ _ _ _ _ _ _ ............ _ _ _ 326 Whole number of such attending public schools . . . .............. 126 135 Increase since 1870 . . . . . ........... _ 9 Whole number of boys enrolled in public schools . . . . . 1,676 1,821 Increase since 1370 . . . . . ....... _ ..... 245 Whole number of girls enrolled in public schools . . . . 1,430 1,551 244 Increase since 1870 . . . ....... _ ........ Total number of pupils enrolled in public schools . . . . . 3, 106 3 372 Increase since 1870 . . . . . . . . . . 389 Average number belonging . . . . . 2, 372 Increase, since 1870 _ _ _ _ ^ verage daily attendance _ _ _ _ _ _ 2, 080 Increase since 1870 _ _ _ _ _ _ l^nmber of children reported as attending private schools. _ _ 354 439 Increase since 1870 _ _ _ _ _ ...... _ _ _ ..................... 90 Number of children between 16 and 18 years not attending any school _ _ ....... 1, 225 1,410 560 Increase since 1870 _ _ _ _ _ _ _ _ .............. _ ... _ _ _ TEACHERS AND TEACHERS’ PAY. Number of male teachers in public schools . . . . 24 29 Increase over 1870 . . . . . 11 Number of female teachers in public schools . . . 50 47 Increase over 1 870 _ _ _ _ _ _ _ 12 Whole number of teachers in public schools _ _ _ _ 74 76 Increase over 1 870 _ _ _ _ _ _ _ 23 Number of teachers in public, and private schools _ 88 Increase over 1870 . . . . . . . . . . .... _ ....... _ _ 25 Highest montblv pa,y of male teachers, fhi coinl _ _ _ _ _ $175 00 9 00 Increase over 1870 . . . ... _ ........ _ ...... _ _ _ Highest monthly pay of female teachers, (in coin) ............................... 150 00 Increase over 1870 . . . . . . . . JfAwpKt monthly p^iy Df mnlp fPnohp.rSj poin) _ _ .. .. _ _ _ 75 00 Increase over 1870 . . . . . . . ..................... _ _ 5 00 y,o^p«t mnnfhly pnv of fpmnlp tpfl.ohp.rSj /'in poin^ _ _ _ 40 00 Tnorpnsip. ovpr 1 P70 . . . . . . . . . . . . . iAyprnrrp. monthly pJiy nf mnlp tpap.hp.rs (in p.oin') _ _ _ $106 92 116 53 lDcr6RS6 ov6r 1870 Average monthly pay of female teachers, (in coin) ................ _ ............ 83 64 88 73 Increase over 1870 . . . NEVADA. 243 1871. 1872. LENGTH OF SCHOOL-TERM. Number of schools maintained 9 months and over . 26 31 Number of schools maintained more than 6 and less than 9 months . 15 17 Number of schools maintained less than 6 months . 8 12 Average number of months schools were maintained . 7 mos. 11 d. 8 mos. 10 d. SCHOOL-DISTRICTS AND SCHOOLS. Number of school-districts in the State . 54 58 Number of districts reporting according to law . 38 38 umber of districts which have voted a district-tax . 3 5 Number of districts using the entire State-series of text-books . 24 37 Number of free public schools maintained without rate-bills . 32 49 Number of primary schools - _ _ _ _ _ _ _ _ ....... _ 8 9 Number of intermediate schools . 6 6 Number of grammar-schools . 8 8 Number of high schools . 1 1 Number of unclassified schools . 45 52 Whole number of schools . . . . . ....... _ ................... 68 76 SCHOOL-HOUSES. Number of new school-houses erected . . . 5 6 Whole number of school-houses . 43 50 Number of school-houses rented . 11 15 Number of school-houses unfit for use . 4 8 Valuation of school-houses and furniture . $56, 330 $69, 413 Valuation of school-apparatus . 755 1,067 Valuation of school-libraries . 1, 160 1, 207 THE PERMANENT FUND. As tbe result of unusual activity iu the sale of public lands, this fund has rapidly grown. By the loss of special deposits, it suffered in the treasury-defalcation of 1870 to the extent of over $43,000, and, in addition, it has been diminished since that date hy the sum of $12,050, for expenses alloAved, as per coutroller’s report. An increase in the fund under these circumstances is a matter of congratulation. The fund cannot, however, be regarded as having attained satisfactory proportions. It will yield, for the fiscal year 187-3, about $10,000 for distribution. This will pay $2 towards defraying the tuition-expenses of each child of school-age in the State, or $100 to each public school of 50 children. The present endowment is, therefore, only suffi¬ cient to employ a teacher for the average public school for one mouth in the year. Nine mouths’ tuition must be paid for by direct taxation. If the permaueut fund to-day amounted to $1,000,000 it could be considered hardly morethau a generous endowment for the public schools. Amounting to barely one-tenth this sum, its condition appeals for legislative protection against the merciless spoliation it has been compelled to suffer. It has been made to serve the present convenience of the State. By supporting the laud-office during selection and sale of the public build¬ ing-grant, the children’s fund helped to build the State-capitol. Unless the existing laud-law is changed, the children’s fund will, in like manner, assist in the endowment of the State-university. This is little to the credit of the State and less to its profit. Every interest involved demands that the State-school-fund be rendered in reality, as it is in name, an irreducible fund. COUNTY-SCHOOL-FINANCES. The superintendent says : “ It will be noticed that the present report contains but a meager statement of transactions in the school-fund of the several counties. By col¬ lation of statistics received from treasurers and superintendents, I am able to give a table of total expenditures and of balances, but a detailed exhibit is impossible. The failure to procure complete and reliable financial returns is due to unfortunate legislation had at the last session. The statute authorizing county-superintendents to draw warrants on the county-school-fund, was repealed, and they were thereby deprived of informa¬ tion with which they are required to furnish this department. The legislation referred to was, doubtless, well intended, but it seriously interferes with the working of the school- law, and should be rescinded. For several reasons the former provisions should be restored.” DEFECTS OF THE PRESENT EDUCATIONAL SYSTEM. The superintendent, after alluding to the unusual activity in educational matters lately evinced in several counties, resulting in the erection of new school-houses, the 244 EEPORT OF THE COMMISSIONER OF EDUCATION. liurchase of uew furniture, and tlie employment of better qualified teachers, says : It cannot be claimed, however, that the i^rand intent of our educational, scheme is yet fully realized. There must be radical improvement in several respects before the sys¬ tem can be said to be in successful operation. There are defects in its working which seriously impair its efficiency. Not one-half our schools approximate excellence in either tire extent or quality of instruction furnished. And this, notwithstanding the fact that we are in advance of most States in the average duration of our schools, the average compensation of teachers, and the average expenditures per pupil. “ We are at present advantaged above all other States in the item of ability to pro¬ vide for our schools. We have a maximum of taxable territory with a minimum of school-population. Our leading industry is of a character calculated, more perhaps than any other pursuit, to afford a diminished ratio of juvenile to adult inhabitants, while it yields a generous revenue for the support of public institutions. In conse¬ quence we are able, with perhaps less of effort than is required in other States, to ex¬ pend a larger sum upon the education of each child. The $19. 17 expended ])er capita in furnishing commou-school-privileges to the children of the State in 1870 was, proba¬ bly, a no more creditable outlay than was the |7.97 paid in Illinois or the $6.86 paid in New York, or even the $2.75 paid in Missouri. The total expenditure in the State first named was nearly $7,000,000, while in our own it was less than $75,000. “We are not at liberty to boast, except it is clear that our large per-capita expendi¬ ture procures for us better results than are elsewhere realized. I see no good reason why it ought not. While there are less than 5,000 children of school-age in the State and our distributive fund, as in the present year, amounts to nearly $100,000, it is diffi¬ cult to find an excuse for manifest deficiencies in the extent and character of facilities furnished. There ought to be afforded in this State more tuition, and that of a better quality, than is enjoyed elsewhere on this continent. If certain changes in the plan of apportionment are adopted, I am satisfied that we shall immediately achieve distinc¬ tion in the respect first named. I am net so hopeful of rapid improvement in the second and more important itenn If legislation were competent to insure that the employing parties shall be neither careless nor ignorant, neither venal nor prejudiced, there would be prospect of reform. There is no lack of qualified applicants, and, as a rule, where there are faithful trustees there is an excellent school. The weakness of the system lies in the fact that its local officers are not under compulsion to act wisely or honorably. Its burden is that they sometimes conspire to act foolishly and wickedly. If the law could make certain that examiners and trustees shall be intelligent, honest, capable, and efficient, there would be promise of better results from our liberal ex¬ penditure. No more important subject can be broached by legislative wisdom than is pre¬ sented by the urgent demand that qualified teachers be furnished every district in the State.” CHANGES IN THE SCHOOL-LAW. During the session of the legislature in February and March, 1873, several sugges¬ tions made by the superintendent in his report were adopted as amendments to the school-law. The most important amendments are as follows : The portion of the law relating to trustees is so amended as to provide that the boards shall be so constituted that there may always be at least one experienced member. The powers of trustees are enlarged in respect to the amount of expenditure possible without a vote of the district. The recommendation of the suj)erintendent of Storey County, iiroposiug to make the proceedings of trustees public, was also adopted. They are now required to keep a record which shall at all times be open to the inspection of tax-payers in the district and to publish in some newspaper full minutes of the xiro- ceedings of each session. The county-superinteudeut is authorized to appoint two competent persons, who, with himself, shall constitute a board of examination, of which ho shall be the chair¬ man. A life-certificate of any State or a diploma of a California State normal school shall en¬ title the holder to a county-certificate, without examination, provided that such State- certificate or diploma shall be xireseuted within five years from the date of issuance. COMPULSORY LAW. By the provisions of an act iiassed in February, 1873, it is made obligatory upon pa¬ rents and guardians to send every child between the ages of 8 and 14 years to a pub¬ lic school for a period of at least sixteen weeks in each school-year, at least eight weeks of which shall be consecutive, unless the child is being otherwise instructed or is ex¬ cused from attendance by the board of trustees for some satisfactory reason. The xienalty for non-comxiliance with the provisions of this act is a fine of not less than $50 nor more than $100 for the first offense, nor less than $100 nor more than $200 for each subsequent offense. NEVADA. 245 The cliilcireu of indigent parents thus compelled to attend school shall he furnished with books by the school-trustees. ABSENTEEISM. The superintendent, in urging the passage of the compulsory law, makes the follow¬ ing statements : “ The statistics show that, on an average during the past school-year, not quite one- half the children of school-age in the State were in attendance at the public schools. If due allowance be made for those attending private school, for those who are unable to attend any school, and for those under 18 who have acquired a common-school- education, there will remain, probably, about 25 per cent, of the entire school- population who ought to be in school but are not. The number reported as not en¬ rolled in schools, public or private, is 23 per cent, of the school-population. When all reasonable deductions have been made, it will probably be found true that the pro¬ portion of those willfully refusing this first privilege and duty of citizenship is suffi¬ ciently large to demand legislative interference in the interest of a better attendance.’’ DURATION OF SCHOOLS. It appears that in only two counties of the State was a full school-year (ten months) of tuition given ; that three counties gave eight months and less than ten ; six counties six months and less than eight ; and two counties less than six. Of the seventy-six schools in the State, less than half -were sustained nine months. These facts show a radical deficiency in the operation of the school-system. ‘‘ It is time,” says the super¬ intendent, “that some means of preventing this inequality in the amount of tuition furnished residents in different districts be sought and applied. The nature of the difficulty suggests the remedy. Short terms are invariably found to be occasioned by want of funds. ^ They occur only in sparsely-settled districts and are the necessary re¬ sult of the pro rata plan of the distribution of public moneys.” The “ unjust discrimi¬ nation of the present xffau ” may be readily corrected, either by a consolidation of dis¬ tricts or by adoption of the jolan of distribution recommended in the last report. This proposes thar a x>ortion of the school-fund of each county be apportioned according to the number of districts in the county and the remainder pro rata, according to the number of census-children, as at present. NEGRO CHILDREN. In explanation of the omission of all statistics concerning these the superintendent says : “ I am happy to say that, jiractically, the children of all citizens are now free to attend our public schools. The statute still discriminates against the children of colored citizens, but by decision of the sup>remo court, rendered in January last, the section excluding negroes was declared nncoustitutioual. I believe that this ruling has been cheerfully comjilied with throughout the State and that the jirivilege it se¬ cures is eagerly enjoyed by the hitherto proscribed race.” NORMAL INSTRUCTION. Attention is called to the desirability of some jirovision for the normal instruction of those who design to become teachers. With the xiresent sparse xiopulation the es¬ tablishment of a State normal school is deemed impracticable. But under the jiiovis- ions of the California statute, this State can, by an approjiriation of $100 per pupil, secure admission for its pupils to the State normal school at San Jos6. It is believed that an approjiriation of six or eight hundred dollars biennially will meet the require¬ ments of the case and result in an imxiroved condition of jiublic instruction. STATE UNIVERSITY. In March, 1873, an act was passed by the legislature locating the State University and providing for its control and. maintenance. The university is to be located at the town of Elko, provided that the citizens of the town give to the university twenty acres of land with a building furnished and ready for occupancy, costing not less than $10,000 and adapted to the accommoda¬ tion of not less than one hundred pujiils. Tuition is to be free and no one is to be excluded on account of sex, race, or color. Immediate selection and sale of the seventy-two sections of land granted the State by act of Congress for the establishment and maintenance of a university are ordered. The moneys arising from the sale of these lands shall constitute a fund to be known as the “irreducible uuiversity'-fund.” The money derived from certain sxiecified sources shall constitute a contingent fund. The preparatory department is to be opened within three months after the reception of a deed of the land from the citizens of Elko. 246 REPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCHOOL-OFFICIALS IN NEVADA. Hon. A. N. Fisher, State-superintendent of public instruction, Carson City. COUNTY-SUPERINTENDENTS. County. Name. Post-office. r^hiirchill . _ _ _ - _ - _ E. P. Hull . Genoa. Elko. Aurora. Winnemucca. Austin. Pioche. Silver City. Belmont. Carson. Virginia. Reno. Hamilton. _ _ _ _ _ Rev. G. B. Hinkle . Elko . T. B. Henley . Esmeralda _ ... _ ............. W. H. H. Buckley . Humboldt _ ................. _ C. Chenowith . . Lander ..... _ ................... J. R. Williamson . Lincoln .... _ ............. _ Louis Suttan . . . . . Lyon _ _ _ _ _ _ _ _ .... M. B. Augustine . . . Nye ........ _ ........... _ _ J. V. Hathaway. . . . . Oi'msby . . . . . L. S. Greenlaw . . . Storey. . . . J. N. Flint . W ashoe ....... _ ...... _ ....... Orvis Ring . . . 'VVhitft Pine _ _ H. S. Herrick, M. D . . . NEW HAMPSHIRE. 247 NEW IIAMPSIflKE. [From the annual report of Hon. John W. Simonds, State-superintendent of public instruction, for 1873.] FUNDS. Amoimt of school-rerenne raised by taxation, as required by law . $367, 552 23 Amount raised by town or district beyond what the law requires . 66, 598 69 Amount received from local funds, railroad-tax, and literary fund . 57, 518 41 Amount contributed by individuals . . . 10,868 27 EXPENDITURES. Total amount expended for support of public schools . 507, 446 49 Average appropriation for each registered scholar . 7 38 SCHOOL-POPULATION. Number of children of school-age in the State . . . 76, 167 ATTENDANCE. Number of pupils enrolled in school — boys, 36,529 ; girls, 33,345 . 69, 874 Decrease during the year . 2, 888 Average attendance . 46,759 Decrease of average attendance during the year . 2, 534 Per cent, of average attendance to the whole number . 68 Number of children reported 4-14 years of age not attending any school 3, 680 Decrease of the same . 922 PRIVATE SCHOOLS. Number of resident scholars reported attending private schools . 2, 613 TEACHERS. Number of teachers engaged in teaching in the State . 3, 823 Number of male teachers . 527 Number of female teachers . . . 3, 296 Average wages per month of male teachers, including board . $40 78 Increase during the year . $3 22 Average wages per month of female teachers, including board . $23 84 Decrease during the year . $0 49 Number of teachers in the State teaching for the first time . 632 Increase . 15 Number reported having attended teachers’ institutes . . . 1, 762 SCHOOL-PROPERTY. Estimated value of school-houses with lots and appurtenances . $1,917,625 00 Value of school-apparatus . 27, 345 00 Number of school-houses unfit for their purpose . 402 Decrease during the year . 29 Number built and rejiaired during the year . 222 Cost of the same, including land, fences, &c . $111, 604 00 SCHOOL-DISTRICTS AND SCHOOLS. Number of school-districts . 2, 183 Number of schools . 2, 496 Increase during the year . 44 Number of graded schools . 392 Increase . 67 Number of schools averaging twelve scholars, or less, for the year . 938 EDUCATIONAL PROGRESS. Encouraging reports were received by the superintendent from 131 towns, com¬ prising three-fourths of the school-population in the State, containing unmistakable evidences of improvement and progress in school-work and of a healthful and vigor- 248 REPORT OF THE COMMISSIONER OF EDUCATION. ons interest in behalf of the public schools. An increased interest on the part of pa¬ rents is evident from the number of visits made to the schools and from the number of new school-houses built and of old ones repaired. There has also been an increase of attendance and a decrease of tardiness. Several graded schools have been organ- i ized, and in others the system of classification has been improved, while in a few cases districts have been united and the town-system adopted. Exceptions to the general good progress of educational work are found in the sparsely-settled portions of the State. Ninety towns thus located failed to make any report to the superintendent, while six of those reporting complain of a general indilfereuce as to school-affairs. A circular for information was sent by the superintendent to school-committees and city- and town-superintendents, and to a number of experienced teachers, for the pur¬ pose of ascertaining in a full and accurate manner the real condition of the public schools of the State, inviting comments upon the facts given and suggestions as to the best measures for improving the schools, particularly those in the rural districts. Replies to this circular of inquiry, received from 85 towns in all sections of the State and from 13 teachers, embrace the following facts: SCHOOL-APPARATUS. Scarcely 2 per cent, of the public schools in the State are supplied with an appro¬ priate dictionary of the language; not 1 percent, have globes; about percent, possess outline- or wall-maps, and 80 schools in every one hundred are not furnished | with a sufficient amount of blackboard-surface. Another obstacle complained of, in the way of the pros})erity of the schools, is a lack of uniformity in text-books, par¬ ticularly in the rural districts. Some progress has been made in securing a uniformity of books in the towns. COUNTRY SCHOOLS. Many small, isolated neighborhoods requiring school-advantages are a result of the physical conformation of the State, while, owing to the tendency of settlers to leave the farm and congregate in villages and cities, the schools in such localities are too small to be properly classified. The superintendent of South Hampton reports one school iu which the whole number of pupils attending throughout the year was but five. Another reports the least number of puj)ils in a school three, a union of dis¬ tricts being forbidden by a lake and mountains between. From another county the word comes, “ Schools very small ; several from four to eight scholars. School-houses are generally badly located, packed away in some corner or out-of-the-way place, upon some hill ; old, having poor seats.” From Exeter, the principal of an academy writes : So far as my knowledge extends, the condition of schools in our sparsely-settled dis- j tricts is generally bad. I believe in consolidation ; have good school- houses and good teachers^” Another teacher writes, from Lebanon : “ The condition of our public schools in the rural districts is deplorable. The schools are too small to be properly classified. The teachers are compelled to work without suitable apparatus and with¬ out the sympathy and co-operation of parents.” On the other hand, the superintend¬ ent of Bath County writes : “ The rural or back districts are very far ahead of the villages in exhibitions of real interest in the success of their schools, are freer in their contributions of wood and board in order to lengthen them, and, in fact, seem much more alive to offer inducements to their children to improve.” DISTRICT- vs. TOWN-SYSTEM. The general opinion of the school-officers of the State, expressed in their replies to the superintendent’s circular of inquiry as to the best means of improving the country schools, is represented by the following : I “ The only effectual waj?^ to improve these schools is to abolish the district- and adopt the town-system, as allowed and recommended by the act of the legislature, June ses¬ sion, 1870.” “By the town-system a more systematic and efficient organization of the schools can be effected. * * * The power often exercised, to the disadvantage of schools in small districts, by men either ignorant or unprogressive, or for selfish pur¬ poses, would be rendered impotent for evil under this system. The poorer and more sparsely-settled districts, wliose schools are shortened to the minimum length by the district-system, would be especially benefited by having secured to them an equal amount of schooling with the most favored section. It not unfrequently happens, un¬ der the district-system, that in the division of school-money the wealthy districts draw more money than can be judiciously expended for the support of their schools, and it is held by them without benefit to any one, while it ought to and should be used in those districts whieh sorely need it. Under the town-system this inequality and injustice would be obvffated and every dollar appropriated for schools would be spent for its legitimate purpose.” The opinion of the superintendent upon this subject, after an official association of i, two years with the public schools, is that “ a complete abolition of the school-districts i| would contribute most effectively to improve and advance the interests of education in the rural neighborhoods.” NEW HAMPSHIRE. 249 PRUDENTIAL COMMITTEES. Over 80 per cent, of the communications returned to the superintendent’s office by town-school-committees concur in the opinion that the present system, wtiich commits the employing of teachers to one party and their examination to another, is a great harrier to the success of educational efforts. One says: ‘‘The office of prudential com¬ mittee should he abolished. They have too many friends and relatives.” In some lo¬ calities, it is stated, the custom prevails of selecting prudential committees by routine. Each man must have his turn, whether interested by having children in school or not. He generally employs his daughter or some other relative, so as to keep the money in the family. CO-OPERATION OP PARENTS. Replies to inquiry 14, as to the value of parents’ visits to schools, are in the following vein : “ The value of jiareuts’ visits to schools cannot he overestimated. It is their duty and their privilege to visit them. I have witnessed the good results of such visits.” Another: “Parents should visit the schools and witness the conduct of their children. Such visitation could not hut result in good. Educated parents are culpably remiss in this respect in withholding priceless favors from their olfspring.” Another: “ I have always felt severely many of the disadvantages of our system, and especially the lack of interest on the part of parents in their children, in entirely leaving them to the mercy of the teacher. Many schools are never visited except hy the committee, and not often enough hy them.” Another writes : “ Their value is priceless. By frequent visits parents manifest an interest in the education of their children, and the children feel the influence and are stimnlated to greater exertions. These visits are also en- conraging to the teacher. The schools are much better and all parties are benefited.” Among the means of improving the schools suggested at the teachers’ institutes held in the State during the year past, that of the co-operation of parents was strongly urged. “Parents,” it was remarked, “ should come into the school-room every week. It will encourage the children to try to evince good progress. Well-trained children like to apiiear well before their parents. There is often a failure in schools for want of a familiarity between parents and teachers. When there is no longer less care for the school-children than for the farm-animals, we shall see more effort to visit them.” WOMEN AS SCHOOL-OFFICERS. The growing interest of women in the public schools and the importance to these of their influence and supervision are recognized in the passage of the following act by the New Hampshire State-legislature of 1872 : “ Section 1. Any female citizen of any school-district, of adult age, who has resided therein for six mouths at least, may hold aud discharge the duties of prudential com¬ mittee of such district, whenever chosen thereto by the legal voters of such district or appointed by the mayor aud aldermen of any city or the selectmen of any town. “ Sec. 2. Any female citizen of any city or town, of adult age, who has resided therein for six months at least, may hold and discharge the duties of a member of the school- committee of such city or town, whenever chosen thereto by the legal voters of such city or town or appointed by the mayor aud aldermen of such city or the selectmen of such town.” MUSIC. Vocal music aud elementary drawing, though not yet required studies in the schools of New Hampshire, have been introduced into many of them, with the best possible results. The Manchester board of education reports the influence of its study in that city as manifest in better reading and speaking, in purity, sweetness, and clearness of tone, and in fullness and distinctness of enunciation. The replies received by the superintendent to inquiry 9, in his circular, “Do you commend the study aud practice of vocal music in common schools?” are represented by the following extract from one of them: “If imiocent pleasure, if increasing use¬ fulness, if good health, if correct morals, if capacity of intellect, are to be considered among the advantages of our education, then music, aud especially vocal music, as a branch of practical importance, should not be neglected in our public schools. * * Every one who has an ear with which to hear and a voice with which to speak can learn to sing. Some may be mechanical singers, but are there not, also, mechanical readers? Among other important objects served by the practice of music in schools, the advantage of it to the health is urged. The proper position, the vocalization of breath, the sustained tones, the required promptness in vocal music as it is practiced in the schools, are all favorable to a proper development of the physical system. There would be less of biliousness, less of sluggish circulation, less impediment in secretions, aud far less consumption in the world, if there were more singing.” 250 REPORT OF THE COMMISSIONER OF EDUCATION. DRAWING. The superiutendeut of schools at Nashua states that, while drawing is a iirescrihed study in the grammar- and high schools of that city, it is not on the programme of studies for the lower grades, an arrangement which, he thinks, “ seems to reverse the natural order. The work should commence in the iirimary school, and it should, in connection with writing, occupy a prominent position in that course of study. One of the first impulses of the child, at home or at school, is to draw something. I have been surprised at the large number and fit proportions of the objects which many of our youngest children readily draw on slate or blackboard. * * * * It is an exploded idea that only a few gifted ones can learn to draw. Taking scholars of the same average ability, it has been invariably found that more can be taught to draw well than read satisfactorily or spell correctly.” Upon this subject the opinion of Mr. Walter Smith, State-director of art in Massa¬ chusetts, is quoted by the Milford school-committee, to the effect that “There are but four classes of human beings whom it is not found practicable to interest in drawing : they are the blind, the idiotic, the lunatic, and the paralytic. Of the rest of mankind and womankind exactly 100 per cent, can be taught to draw.” As to the utility of this acquirement, the same gentleman says : “ I venture to say that in every workshop or factory where no knowledge of drawing is possessed by the workmen, there is a waste of material, a waste of time, and an inferior article produced in the end, evils which are a loss to the employer through sacrificing of his materials and in¬ feriority of work, a loss to the workman through his time having to be wasted in experiments, and a loss to the public of tasteful objects to be obtained at a moderate cost.” COMPULSORY ATTENDANCE. The law for compelling attendance at school, passed by the State-legislature, July, - 1871, provides that every parent, guardian, master, or other person having the cus¬ tody, control, or charge of any child between the ages of 8 and 14 years, residing wfithin two miles of school, shall cause such child to attend school twelve weeks at least during each year, unless excused by the school-committee of the town on the ground of mental or physical incapacity or upon that of having received private in¬ struction for the required length of time. The penalty incurred by guardians of chil¬ dren for violation of this law is |10 for the first offense and for all subsequent ones $20. It is made the duty of school-committees, boards of education, and superintending school -committees, respectively, to sue for all penalties thus incurred, upon written notice, served on them by a tax-payer, stating by whom, when, and how any such penalty has been incurred. The fact that, notwithstanding this law, there are nearly four thousand children in the State who do not attend any school is accounted for in the school-committee’s re¬ port of the town of Boscawen upon the ground that, “as no person is obliged to enforce the compulsory law and no one wishes to do so, it remains in some cases a dead letter.” In the cities, the superintendent states, there has been a commendable effort made to enforce the law, especially in Manchester and several of the larger manufacturing-vil¬ lages. The matter is receiving alttention, and it is thought the results of the law will be perceived in a larger attendance upon school than existed the preceding year. EVENING-SCHOOLS. These schools, particularly in the larger cities, are becoming more important and beneficial each year, and are now as much a part of the educational system of the land as are the day-schools. In many cities such is the favor with which they are re¬ garded that there is no school for which an appropriation can be more readily secured. EDUCATIONAL JOURNAL. The expediency of publishing a monthly journal devoted to the interests of the teachers of the State was discussed quite generally at the institutes and invariably re¬ ceived the approval of teachers and others present who were interested in the cause of education. It was urged that such a journal would supply much of the need felt by teachers in the many sparsely-settled districts for intercommunication, and the labor of filling its columns is largely guaranteed by the friends of education in the State. At the Strafford County Institute a resolution was unanimously passed requesting the State Teachers’ Association to publish a teachers’ journal, for which were pledged hearty co-operation and support. A large proportion of the replies received by the superintendent to inquiry 3, in his circular for information, “ Do you advise the publication of a monthly State-school- journal? Can it be sustained ? ” are represented by the following: “By all means; it is what is greatly needed and would greatly aid teachers and x>resent many things which parents ought to consider. Sustained? Yes ; why not ? Every committee-man and teacher would want it, of course, and every family with children in the State ought to have it.” NEW HAMPSHIRE. 251 RECOMMENDATIONS OF THE SUPERINTENDENT. Certain changes in the school-laws, which seem to him to he of vital importance to the prosperity of the schools, are recommended by the superintendent to tlie consid¬ eration of the general court : (1) The expediency of legislating so that the State may aid schools in purchasing a certain amount of illustrative apparatus. (2) Facilitating the attendance of teachers of the public schools at the teachers’ institute for their county. (3) Uniting the powers and duties of the town-school-committee and prudential committee in one board of officers chosen for a term of years. (4) The utility of making provision for a clerk for the superintendent. (5) Lastly, that the force of the legislation should tend to the adoption of the town- or municipal system for the management of all the public schools. EDUCATIONAL ADVANCE FOR 1873. At the meeting of the State Teachers’ Association at Claremont, in October, Hon. J. W. Simonds read a paper, from which we make this extract : “The annual statistical report indicates a steady advancement in nearly all the ele¬ ments that constitute a progressive school-system. The reported increase of school- property in the past year is $47,625; increased value of apparatus, $11,912; decrease of school-houses unfit for their purpose, 29 ; increase of school-revenue, $38, 918 ; in¬ crease of appropriation for each scholar, 95 cents ; decrease of the number of school- districts, 101 ; increase in the number of schools, 44 ; increase of graded schools, 67 ; increase of the aggregate length of summer-schools, 3,220 weeks ; of winter-schools, 237 w^eeks. The average length of the sessions of the public schools throughout the State was 21.2 weeks, an increase of 1.5. The male teachers employed in the State were 527 ; the females, 3,295. Average increase of wages for all the teachers in the State, $2.73. Of these teachers, 632 taught for the first time ; 1,135 taught the same school for two or more terms ; and 1,762 are reported to have attended teachers’ insti¬ tutes.” HIGH SCHOOLS, ACADEMIES, SEMINARIES, AND INSTITUTES. The instrumentalities for secondary instruction in the State are 27 high schools, 17 academies, 5 seminaries for ladies, and 4 institutes. The statistics of 37 of these schools show an aggregate attendance of 3,685 pupils — 1,770 boys and 1,915 girls — with 96 teachers, of whom 41 are gentlemen and 55 ladies ; 817 of the pupils were engaged in classic studies; 365 studied modern languages, and 457 were preparing for college. Music is taught in 20 of these schools and drawing in 15 ; 17 report libraries, although some of them number only a half dozen or more books of reference, the largest report¬ ing numbers 4,000 volumes, the smallest 3. For the preparation of young men for college, the most noted school is, perhaps, Phil¬ lips Academy, at Exeter. In this school provisions are made for the aid of indigent pupils in a charity-foundation, to which about 20 pupils annually are admitted, and 3 scholarships, called, respectively, the Bancroft, Hale, and Gordon scholarships, and Sibley book-fund. Attendance during the year 1872-73, 252 pupils.* PREPARATORY SCHOOLS. Three schools engaged in preparing students for college, report an aggregate of 391 pupils in classic and 116 in scientific studies. In two of the schools, the Kimball Union and Phillips (Exeter) Academies, the pupils were divided in the various grades, as follows: in advanced classes, 38 ; in senior, 83 ; iu junior, 86 ; in middle, or third, 98; in lowest, or fourth, classes, 39. St. Paul’s School, at Concord, has 155 in classic studies; the scholarship-funds belonging to it amount to $14,000; there is a library of 1,500 volumes, a cabinet of natural history, a philosophic cabinet and apparatus, and a gymnasium. Kimball Union Academy, at Meriden, has 80 pupils in classic and 108 in scientific studies, a library of 3,000 volumes, a chemic laboratory, a cabinet of natural history, a philosophic cabinet and apparatus, and a gymnasium. Phillips (Exeter) has 156 students in classic studies, 38 of whom are in an advanced class, 53 in the senior, 46 in the junior, and 24 in the third. * It is but justice to a veteran educator, to give here a brief notice of the Rev. Gideon L. Soule, LL.D., who retired in July, 1873, from the principalship of this academy. In the year 1813, he eniored, av 17 years of age, as a student of the academy from Maine, and prepared in it for college. Graduating in 1818, at Bow- doin, he returned to the academy as an instructor under Dr. Benjamin Abbot. He continued such, with one brief interruption. Dr. Abbot leaning more and more upon his aid, till 1838, when, by the unanimous suf¬ frages of the trustees and friends of the institution, he succeeded Dr. Abbot as principal, on his retirement, and served for 3.5 more years with growing reputa'ion, making among his pupils hundreds of grateful and loving friends. The number graduated from the academy while under his charge was upwards of 2,000, the greater part of whom passed into college, and thence spreading as educated men through every portion of the country the molding influences received from him. Retiring iu a green old age, he left the academy in a most flourishing condition, its buidings renovated, its endowment unimpaired, and its prospects encouraging in a high degree. 252 REPORT OF THE COMMISSIONER OF EDUCATION. STATE NORMAL SCHOOL. During the year 1872-’73, 212 ladies and 71 gentlemen belonged to the school. A class of 28 received certificates of graduation at the close of the fall-term and a still larger class are preparing for examination at the close of the spring-term in May. Sixty per cent, of the students have taught in the public schools of the State. The new normal-school-building, now completed, is a fine three-story brick structure 80 by 50 feet and cost $17,650. The school possesses sufficient apparatus to illustrate the instruction comprised in the courses of study and the library contains several valu¬ able works of reference. There are two courses of study : the first, requiring one year for its completion, includes all the branches required by law to be taught in the com¬ mon schools; the second includes such higher English branches as require for its com- jDletion two school-years. The certificates of graduation from the first course ha.ve the effect of licenses to teach in the common schools of the State for three years from their date and those from the second course for five years. DARTMOUTH COLLEGE. * This time-honored institution is now in the one hundred and fifth year of its age, with steadily-increasing influence and usefulness. Embracing an academic, a scien¬ tific, an agricultural, an engineering, and a medical department, it affords its students almost the advantages of a university. Discreetly yielding to the present call for varied, and especially for practically useful, culture, yet holding steadily in its academie department to the main features of the established curriculum of college-study, it affords a good example of an institution that keeps pace with an advancing age, still carrying with it what the past has proved valuable. Its lately-published triennial catalogue shows a list of 5,317 alumni, of whom two- thirds graduated from the academie department, 1,200 from the medical, 200 from the scientific, and 8 from the agricultural. About $100,000 have been received from legacies and donations during the ]3ast year. The library has been increased by 1,100 volumes ; the museum, by large collections of entomologic, geologic, and other specimens, as well as by a number of valuable casts ; and that of the agricultural department by some rich gatherings from European fields. Two new halls, one for the Alpha-Delta-Phi Society and the other for the agri¬ cultural department, also add to the accommodations and appearance of the college. Two new scholarships, of $1,000 each, have been endowed during the past year. At the annual reunion of the alumni in the winter. President Smith reported the number of freshmen for the class of 1873-74 to be 82 and the whole number of stu¬ dents in the various departments 420. Statistical summary of Dartmouth College. Name of college. Corps of instruction. 1 Endowed professorships. Number of students. Corporate property, &c. Pi’eparatory. s .2 *3d 'o o Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Dartmouth College .... 23 4 262 $600, 000 $160, 000 $440, OOOpOO, 000 $28, 000 $22,153 THE CHANDLER SCIENTIFIC SCHOOL. The Chandler Scientific School, connected with the college, and the Agricultural College, not far away, afford admirable advantages to those who purpose to devote themselves to engineering, the mechanic arts, the natural sciences, or agriculture. The course of study in the Chandler School, if not a complete professional course, bears essentially the same relation to professional life as the academic course in col¬ lege, though in another line. Like the Worcester Free Institute of Science, the Shef¬ field School at New Haven, the Stevens Institute at Hoboken, and others, it aims to combine, to some extent, a scientific and literary training. Thoroughness in its teach¬ ing is continually striven for, and how great success has been attained in this is attested by the readiness with which graduates of the Chandler School obtain positions. The class which entered in 1873 is said to be the largest yet recorded and the pros¬ pects of the institution eminently encouraging. The Thayer School of Civil Engineering is meant to be essentially, though not for- NEW HAMPSHIRE. 253 iiially, for post-graduate-instruction, -^itli a course of study of the highest order, pass¬ ing beyond what is possible in institutions for general culture and preparing the stu¬ dent for the most responsible positions in the engineering line. This course extends through two years, each divided into two terms, a large portion of each term being devoted to out-door-j)ractice, with a view to practical familiarity with work, as well as principles. The Agricultural College has a course which, as at present arranged, embraces three years, with three classes: junior, middle, and senior. During the first or junior-year all students pursue the same studies. At the beginning of the second year they are required to select either the special course of agriculture or the course of mechanic arts, and are not allowed to change from one course to another without special permis¬ sion from the i)resident. The new Culver Hall, for the use of the Agricultural College, now completed, fur¬ nished, and in constant use, affords greatly-increased facilities for the studies of this department. This building is 100 feet in length, 60 in breadth, and four stories high, containing laboratories, recitation- and lecture-rooms, and rooms for the various cabi¬ nets and museums. Statistical summary of schools for professional instruction. Names of schools for professional in¬ struction. Corps of instruction. Number of students. | Corporate property,. &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OK MEDICINE. Dartmouth College, medical depart¬ ment* . 1] 52 $25, 000 $0 $0 $3, 500 1, 400 SCHOOLS OF SCIENCE. New Hampshire College of Agriculture and Mechanic Arts, (Dartmouth Col¬ lege) . . . 13 21 73, 625 138, 000 4, 800 17, 000 1,200 Chaadler Scientific Department, (Dart¬ mouth College) . 20 84 tlOO, 000 8, 000 4, 000 1, 200 Thayer School of Civil Engineering, (Dartmouth College) . 3 7 + 1,700 55, 000 3, 500 3,612 2, 000 * This school received from the State in 1873 $5,000 towards the renovation of the building which it occupies' This is now said to be completed, conformably to the wishes of the faculty, combining all conveniences for practice and instruction. tEndowment, $120,000; of which the above $100,000 is productive. I Apparatus. BUSINESS-COLLEGE. One business-college only is reported as existing in this State j it is at Manchester and had 376 students on its rolls in 1873. COLLEGES FOR VV^OMEN. From five institutions claiming to be engaged in the superior education of young ladies come partial returns for 1873, which may serve to show what is being done in this line in New Hampshire. (1) The Adams Female Academy reports 3 teachers and 12 pupils in a preparatory department, without indicating whether there are any in collegiate classes. “Art-studies, belles-lettres, and general literature” are said to be especially attended to. Music — vocal and instrumental — drawing, painting, French and Italian, are taught ; there is a small chemic laboratory, an art-gallery, and a gymna¬ sium, w'liile a library of 700 volumes, increased by 50 during the year past, affords read¬ ing for the pupils. (2) The New Hampshire Couference Seminary and Female College, at Tilton, with 8 instructors and 44 young ladies in college-classes. Two courses of study are here jfrovided for young ladies, a classic course of four years and a belles- lettres-course of three, the former running up to Cicero in Latin, Racine in French, and William Tell in German; the latter the same, with the exception of the Latin. There is also a musical department, the schedule of studies in which is quite complete, and a normal class for such as desire to become teachers. (3) The New Hampton Lit¬ erary Institution — with 9 teachers and in the female college-classes 108 pupils — its 254 EEPORT OF THE COMMISSIONER OF EDUCATION. classic coarse extencliug through Virgil and into Cicero in Latin, and through the Anabasis and into the Iliad in Greek. (4) The Robinson Female Seminary, at Exeter, with a [iroperty valued* at $300,000, of which $100,000 is in grounds and buildings and $200,000 in productive funds; 9 female instructors, besides a president; a three- years collegiate course, with music, drawing, painting, French and German, and other languages, ‘‘ if required,” but no note of any students. (5) Tilden Seminary, West Lebanon, with grounds and buildings valued at $40,000 ; 13 instructors ; whole num¬ ber of pupils, 116, but no designation of those in college-classes. Music, drawing, paint ug, French, and German taught, and a “ tine gymnasium” possessed, with limited chemic laboratory, philosophic cabinet, uatural-histury-museum, and art-gallery. A specially interesting feature of the catalogue here is a named list of 111 graduates of the first degree, 187 of the second, and 25 that have received a diploma for an elect¬ ive course, lu all these lists the marriage-name, as well as maiden-name, is given, as far as ascertained — the number of the married reaching 143. The Kimball Union Academy and Littleton Graded School appear, from the schedule of studies in their catalogues, to rank with the above, the latter going up into Virgil, the Anabasis, and Iliad ; the former into the same, with a considerable course in French and a fair one in German. In both these, as well as in the New Hampshire and New Hampton Seminaries, there are classes for young men as well as for young women. teachers’ institutes. Institutes were held, as required by law, in every county in the State, and in Coos County two were held. Nearly 900 teachers, comprising over one-third of the num¬ ber in the State, received instruction at these institutes, while 100 school-ofScers and 4,800 citizens were in attendance, a large increase over previous years. Practical and experienced teachers, fresh from school-work, were employed as instructors, to each one being assigned that department for which he appeared peculiarly qualitied. Teachers’ institutes are no longer an experiment in New Hampshire. Experienced educators acknowledge them to be among the most efficient means devised for im¬ proving the greatest number of teachers in the shortest time. In numerous instances, on visiting the inrblic schools, the superintendent has witnessed the practical appli¬ cation of improvements suggested at the institutes. It is. believed that one of the most valuable results attending this work is the powerful influence diffused among parents and citizens in the community where the session is held, in awakening and strengthening correct ideas of the public-school-system. STATE teachers’ ASSOCIATION. The annual session was held at Plymouth, on Thursday and Friday, October 24 and 25, 1873. Preliminary remarks by the president of the association. Prof. Quimby, of Dartmouth College, explained the object of the organization to be “ in no sense to perform the work of a teachers’ institute, which places the common teacher subordinate to the professor and simply in the attitude of a learner. In this association none are simply learners, but all are teachers, as well. We meet to see and confer with each other, to become acquainted and learn from each other’s experi¬ ences. All teachers and citizens, as they are affected by the educational interests ot the day are invited to take jtart in the discussions. Let teachers relate their new ele¬ ments of success and especially their failures.” Among other subjects considered, which bear closely upon the interests of the iniblic schools, was the necessity of short¬ ening the daily sessions, especially of the primary and intermediate schools. The discussion was opened by^ Prof. Pearl and was irarticipated in by Prof. Quimby and others. The marking-system was discussed by several menibers, a majority being in favor of it, while two objected to the plan decidedly, as a means of encouraging the strong over the weak. State-Superintendent Simonds gave his report on the sub ject of the abolition of school-districts and other reforms. He advised the discussion of the school-district subject, so that people at large might understand it better, and gave a history of the system from its inception to 1870, when the legislature made the abolition of districts optional with the towns. The great discussion of the session, on the co-education of the sexes, was opened by Mrs. H. M. Miller, of Coucord, who assumed her position by earnest request, although generally declining to come before the public otherwise than as interested in subjects pertaining to reading. She believed that, with co-education, manliness would prevail among men and womanliness among women, and that such education tends to lit each for better fulfillment of mutual relations in life. This view was coincided in by five participants in the discussion, only one, Prof. Orcutt, of West Lebanon, tak¬ ing the opposite side. The professor insisted that as woman was to fill a particular sphere in life she should have a special training. OBITUARY. Silas H. Pearl, late princixial of the New Hampshire State Normal School, was born at Albany, Vermont, July 27, 1833. His boyhood was passed on the paternal farm. NEW HAMPSHIRE. 255 I His early educational advantages were limited to the district-schools of his native town, yet he early acquired a taste for study and formed the purpose of securing a liberal education, a purpose in which he persevered, notwithstanding many induce¬ ments to a contrary course held out to him hy friends, preferring to work his own i way through college rather than to be assisted in business. He htted for college at I Craftsbury (Vermont) Academy, partly under the tuition of Hon. Judge Ross, now i , on the supreme bench in Vermont,* entered the university at Burlington in lb55, and f graduated in 1859. His first school, of some 50 pupils, convened in a small and dilapidated school- house, was successfully taught in Albany when he was 18 years of age. He continued to teach in public schools in the winter during his academic and college-course with ‘ good success. The fall after graduating he taught the academy at Craftsbury, where he had fitted for college. The three following years he had charge of a school at Dan- i ville, Canada East, from which position he was called to the priucipalsbip of the I academy at Johnson, Vermont, in 1864. He found this school in a low condition, and ' at the end of seven years left it in a highly prosperous condition to accept tbe position of principal of the New Hampshire State Normal School at Plymouth. Here his work I was equally difficult and laborious. The normal school was an experiment ; the legis- I lature had simply given it license to live, if it could; the people were skeptic as to its utility ; some neighboring academies, jealous of its rivalry, became its open enemies, ! and still other adverse influences from within and without tended to increase the diffi- ! cultj* of the enterprise. But, under Prof. Pearl’s wise and energetic leadership, the ! school proved a great success, and gained many personal friemls and much public favor, as seen in the fact that the State has contributed $18,000 in appropriations to i finish and furnish its elegant building. At the end of two years, and chiefly through ij the efficiency of this lamented principal, the State Normal School has become one of ji the best of its kind in the nation. I As a student, Mr. Pearl is described by Judge Ross, his academic teacher, as diligent, j thorough, and honest with himself. As an instance of his manly independence and I self-reliance as a scholar. Judge Ross relates that he once encountered a difficult exam pie in miscellaneous algebra, in the solution of which he refused his assistance. At j the close of the term he carried it with him to his home, and continued to work upon I it at intervals all summer while engaged upon the farm, and finally overcame the diffi- ' culty. “This was the character of the boy as a student,” says Judge Ross, “and years after, when, as a member of the board of education, I again met him, I found the man and teacher but the larger growth of the boj^ and student. He was characterized by the same thoroughness and the same conscientious i)erformance of every duty.” Prof. Pearl possessed in an eminent degree the indispefisable quality which may be termed authority, or the power to control and govern his school without apparent effort. His aptness to teach was evident to all who ever attended his class-recitations or public examinations. Thoroughness characterized all his work, whether organizing, managing, or instructing his school, and he had a wonderful faculty for imparting his own self-reliance and energy to his pupils; no teacher ever possessed more earnestness and enthusiasm in his work. This gave him power to infuse his own spirit into the minds of his pupils, to rouse them to activity, and to secure from them the best results of their efforts. His unbending Christian integrity and gentle, unassuming, Christian life were ever imparting a silent but salutary influence. — (Prepared for the State Teachers’ Association, by Hiram Orcutt, A. M., principal of Tilden Academy, West Lebanon*) LIST OF SCHOOL-OFFICIALS IN NEW HAMPSHIRE. BOARD OF EDUCATION. Hon, Daniel G-. Beede, State- superintendent of public instruction and secretartj of hoard, Concord. Hia excellency Ezekiel A. Straw, governor; Samuel F. Dow, John J. Morrill, William P. Newell, Bolivar Lovell, and Nathan R. Perkins, council. 256 REPORT OF THE COMMISSIONER OF EDUCATION. NEW JERSEY. [From reports of Hon. Ellis A. Apgar, State-superintendent of public instruction, for the scholastic years ended August 31, 1872 and 1873. j TABLE OF STATISTICS— FINANCIAL STATEMENT. 1872. 1873. REVENUE. $1,168,803 08 $1,207,331 00 38, 527 92 100, 000 00 51,313 33 6, 845 42 35, 363 30 3, 708 38 442, 345 48 110,671 67 660, 715 32 74, 244 74 1, 836, .353 11 159, 753 39 2, 497, 068 43 233, 998 13 6 40 40 5, 554, 828 00 588, 040 00 40 177 507 16 860 27 175 13 447 28 $6 40 52 20 90 4 61 286, 444 7, 295 179, 443 617 16, 009 1,073 26, 780 1,391 31, 087 474 34, 102 1,305 71, 099 21 87, 840 11,604 162, 454 7, 297 36, 163 858 69, 229 5, 899 100, 000 00 44, 467 91 31, 654 92 331, 673 81 586, 470 58 1, 676, 599 72 2, 263, 070 30 6 00 4, 966, 788 00 ' TOWNSHIP-SCHOOL-TAX. Number of townships that raised school- tax _ ................................. Number of townships that raised no school-tax . . . . . DISTRICT-SCHOOL-TAX. fhflf, raiRPfl Rphool-tfllC _ _ 491 Increase .... _ ... _ _ - _ ........................... _ .... IsiITTlb^^r Hisilripf.s that ra^fip.d no Rr.hool-ta.x. _ _ * _ 887 Decrease - _ _ _ ...... _ _ _ _ _ ........................ Numbf'e distriets that raised tax to pay teachers’ salaries.. . . 162 In crease ....... _ _ ... _ ....... _ ........................ Number of districts that raised tax to build school-houses. ...................... 419 JnorwflpA .... . - _ _ _ - _ _ _ - _ _ _ _ _ . COST OF EDUCATION. f'Aaf' ppr pnpi'l pa1p.nla.tAi1 on total Rphool-p.Ansns _ $5 88 Increase _ _ ............... _ ...... _ .......................... pnpt ppr pnpil palpnlatprl on avArag'A RttAnrlanp.ft _ . 16 29 Increase .................. _ .......................................... SCHOOL- ATTENDANCE. Total school-census between 5 and 18 years of age. ............................ 279, 149 Tnprpaap _ _ _ _ _ T'otfll AT^rollTnAnt in tho piihlio flphoolfl. _ ....... _ _ _ 178, 826 Incr6as6 pnhlip. sp.hools 1 0 months _ - _ _ 14, 926 Increase _ _ _ _ .... _ _ _ ........................... _ ...... flttpnrling^ hptwppn H and 10 months. _ . 25, 389 TnprAqyp . . _ _ _ _ ......... _ .... _ _ .1 Number attending between 6 and 8 months . j T>APrpa QA _ _ _ _ ................... _ _ _ _ 1 , 31, 561 Number attending between 4 and 6 months . . . Decrease _ _ ... _ _ _ _ _ _ ................................. 35, 407 ^ _ _ - _ _ _ _ _ I 71, 078 Increase _ _ ... _ _ _ _ _ _ _ _ ................................ i^pon thp pnhlip, sphools _ _ _ _ 99, 444 D6CrC3^S6 NuTTiLai* nf Ahildr*^ll t^A pnhlip Rphoolswill Sftftt _ . 155, 157 Increase. . _ .... _ _ _ ...* _ ........................ _ ....... ‘^nrr^hAi' 711 aft^ndflnpA upon priva.tft HP.hools _ _ 35, 305 Increase _ _ ....... _ .............................................. *^iimhAr who attpndAd no sp.hool _ _ _ _ 63, 330 Increase . . . . . . NEW JERSEY. 257 Table of statistics— Continued. 1872. 1873. PERCENTAGE OF ATTENDANCE.. 9 14 9 15 1 17 1 19 1 40 1 50 6 63 2 12 25 2 57 1 907 48 2 224 ’ 104 $65 92 $3 81 $36 61 $1 95 72 18 41. 14 77 6 76 6 412 86 853 18 561 72 975 2 1, 536 70 361 74 19 4 254 6 1,367 11 1,480 6 2, 641 44 308 49 124 23 2, 904 448 87 16 545 19 376 U 212 14 90 4 57 3 155 15 18 20 39 56 65 ' 23 56 TEACHERS AND TEACHERS’ PAY. 955 2, 120 $62 11 $34 66 TEACHERS’ CERTIFICATES GRANTED, 54 27 Incr6ftS6 •nnmhp.r ijrflTit.pfl t.n mnlps _ .. _ _ _ _ 71 TnorpnciA . . . . . - _ _ _ _ _ Second grade number granted to females _ ... _ ...... _ _ ... _ _ _ 70 IncrcRSB Thir^ iinTYihftr jrranfpfl to Tnalp.fi. . . . . - _ 508 ■p^ppVPfiSP . . . . . _ _ _ - Third grade number granted to females ....... _ ........ _ .... _ ...... 876 D6Cr63fS6 Total number granted to males _ ....... _ ......... _ ................. 633 J^pprpAUP ... _ _ _ _ _ ■nnmhpr ^ra.ntpH to fproalps. . . _ .. _ _ _ _ _ _ _ _ 973 TTiprpflRP .. _ _ ..... . .. .. _ _ _ Total number granted _ ....... _ _ _ ..... _ _ _ _ .................... 1, 606 Decrease . _ _ _ ........ _ ..................... _ _ _ Total number of fl.pplieants rejeeted . . .. _ _ _ 287 Tnp.rppfiA . .._ .. .'.... ... _ _ _. _ _ _ _ Fereentagn rejected out of the number eTramined _ _ 15 Increase _ _ _ SCHOOL-DISTRICTS. T^iimber of townships and cities. _ _ _ 248 Increase ..... _ _ .... _ ................... _ _ _ _ .......... Number of school-districts . . . . . . . . . . . 1,378 Decrease . . . .... _ ..... _ _ _ ........ _ ........ _ _ Number of school-buildings . 1,486 Decrease . . . ............ _ _ _ .... _ _ ..... Number of school-departments . 2, 597 Increase . . . • . _ . . Number of unsectafian private schools . 357 Decrease . . . . . . ...... _ ............ _ ...... Number of sectarian private schools . . . 147 Decrease . . . .. . . . . Number of school-visits made by the county-superintendents _ _ •. _ 3,456 Decrease . .’ . Number of districts with less than 45 children . 103 D6Cr68/86 ................................................................ Number having between 45 and 80 children . . . . . 564 Decrease . Number having between 80 and 120 children . 365 Increase . . . . . Number having between 120 and 200 children . . . . 198 T ncrea se . . . _ .... Number having between 200 and 500 children . . . . 94 Decrease . Number having more than 500 children . . 54 Increase . . Average number of children in the districts . 140 Increase . 17 E 258 REPORT OF THE COMMISSIONER OF EDUCATION. Table op statistics — Continued. 1872. 1873. CONDITION OF SCHOOL-HOUSES. Number of districts in which the school-houses are very poor. Decrease . Number in which they are poor . . Decrease . . Number in which they are medium . . Decrease . . Number in which they are good . . Increase . Number in which they are very good . Increase . Number of new school-houses erected . . Decrease . . Number of houses refurnished or remodeled . Increase . Number of districts without school-houses . 165 17i' 452 ’27j’ '*85' ”96’ ”52 Decrease . . . Number of school-houses with suitable outhouses Increase . Number with indifferent outhouses . Increase . Number with no outhouses . Decrease . 1,117 110 124 41 152 19 256 9 477 25 323 50 83 37 15 1,124 7 269 10 87 23 VALUATION OF SCHOOL-PROPERTY. Number of buildings valued at $100 or less . . Decrease . Number valued between $100 and $500 . Decrease . ^ . . Number valued between $500 and $1,000 . Increase . ‘ . . Number valued between $1,000 and $5,000 . . Increase . . Number valued between $5,000 and $10,000 . . Increase . Number valued between $10,000 and $20,000 . . Decrease . Number valued above $20,000 . . Increase . . Average value of the school-houses outside the cities. Average value, including those in the cities . . 69 ’4.36' ’^6' ’448 ’*63' "44 "56 SCHOOL-TERM. 52 17 401 35 392 22 461 13 76 13 36 8 66 2 $2, 384 $4, 822 Number of districts that maintained school less than 6 months . 45 Decrease . Number that maintained school 6 months, but less than 9 months . 138 Decrease . . . . . . Number that maintained school 9 months or more . 1,195 Increase . . Average time the schools have been kept open _ 9 months 10 days. Increase . . . . . . . . . 20 25 137 I 1,210 15 9 months 1 3 days. 33 days. GROWTH OF THE SCHOOL-SYSTEM. The following table shows the remarkable growth of the public system within the past five years : Year. State-appropriation. 03 "o 0 .a 0 M G, s a 0 Interest on surplus revenue. District-tax for teach¬ ers’ salaries. District-tax for building and repairing school- houses. Total amount of dis¬ trict-tax. Total amount raised for all purposes. Value of school-prop¬ erty. 1 1 1869 ... $100,000 00 $423, 868 86 $27, 539 46 $419, 628 69 $486, 896 90 $906, 525 59 !$1,457,933 91 $2, 980, 996 00 1870 ... ] 00, 000 00 462, 955 24 28, 722 88 513,308 06! i 476, 606 83 989, 914 89 ! 1, 581, 593 01 3, 677, 442 00 1871 ... 1, 197,481 72 49, 779 17 30, 993 50 417, 686 09; 597, 400 20 1,015, 086 29 2, 293, 340 68 4, 246, 998 00 3872 ... 1, 268, 803 08 44,467 91 31,654 92 331,673 81! 586, 470 58 918, 144 39, ! 2, 263, 070 30 4. 966, 788 00 1873 . . . 1,307,331 00 51,313 33 35, 363 30 442, 345 48 660, 715 32 1, 103, 080 80 2, 497, 068 43 5, 554, 828 00 NEW JERSEY. 259 SCHOOL-FUNDS. The schools of New Jersey are supported by funds derived from the following sources : (1) The two-mill State-school-tax; (2) the interest derived from the school-fund, . amounting to 135,000 annually; (3) an additional appropriation of .$65,000, derived from the revenue of the State; (4) the interest of the surplus revenue; (5) township- school-taxes ; and (6) district- and city-school-taxes. The school-fund was first created by an act of the legislature, February 9, 1816. By this act the State-treasurer was directed to invest .$15,000 in the public 6-per-cent, stocks of the United States, to be a perpetual fund for the benefit of the public schools of the State. This fund has been increased from time to time by subsequent legisla¬ tion. At present it amounts to .$792,190.77. The amount of the income from this fund that can be appropriated to schools is determined by act of the legislature. As the fund, and the interest arising therefrom, increases, the legislature, from time to time, increases the amount of the annual appropriation. The sum now annually appropri¬ ated is $35,000. All the interest received in excess of this appropriation is added to the principal. The amount of the surplus revenue apportioned to New Jersey by act of Congress in 1836 was $764,670.44. This money was apportioned to the several counties of the State in the ratio of the State-taxes paid by them at that time ; but, as it is subject to recall at anytime by the National Government, it is only loaned to the counties. Not- withstending the guarded provisions of the act relating to this fund, the principal ap¬ pears to have been used in eight counties to pay county-expenses. In these counties the schools no longer receive any benefit from the fund. It will be observed that the State-approiu’iation amounts to about three-fourths of all the money needed to maintain the schools. This money is derived from the tax of two mills on a dollar, levied by the State. This tax is uniform in all the counties and is apportioned for the use of the schools on the basis of the school-census. A State-ap¬ propriation derived from a uniform State-tax is undoubtedly the most equitable and just means for supporting the public schools. This method of raising school-money does not meet with a tithe of the opposition that the old plan of resorting to township- taxation always encountered. If in any township the funds received from the apportionments are not sufiScient to maintain free schools nine months during the year, the school-law requires that the supplemental amount needed shall be raised by township-tax. In accordance with this provision, 40 townships out of the 217 in the State raised additional funds by town¬ ship-tax, and, in 507 districts out of a total of 1,367, district-school-taxes were assessed. In 175 districts, taxes were assessed to pay teachers’ salaries and in 477 they were im¬ posed to build and repair school-houses. The only custodians of school-moneys are the State-treasurer, the county- and town¬ ship-collectors and the city-treasurers. The township-collectors are responsible for the safe-keeping of all the school-funds of the State and also for their proper disburse¬ ment. FREE SCHOOLS. “The free-school-law of New Jersey went into operation September 1, 1871. During the past two years, therefore, all the children of the State have had an opportunity of attending school free of charge. The results under the workings of this law are most gratifying. There has been a liberal increase in the salaries paid to teachers, and the time the schools have been kept open has been considerably increased. There is a stability given to the school-system by this act which it never before had. When the schools depended upon the township-tax for their support, the question whether they should be continued or closed depended every year upon the vote given at the town¬ meeting. Consequently there was an annual recurrence of anxiety felt by the friends of the schools, lest sufficient funds should not be voted for their support. Now the tax is assessed and collected by State-authority, and every district has an assurance that it will receive an apportionment sufficient to maintain a free school a reasonable length of tiine during the year. “The law gives general satisfaction. It is popular in all parts of the State. The unanimity with which the bill passed the legislature was most gratifying to its friends, but more gratifying has been the hearty indorsement given it by the people.” SCHOOL-LAW. Of the present law, the superintendent says : “ Our school-law, in all its main fea¬ tures, is well adai)ted to our wants. Our system of school-taxation is equitable and just and furnishes the means necessary to maintain the schools on a liberal basis. Our plan of supervision secures an accurate apportionment of the school-funds, a full knowledge of its mode of expenditure, a careful inspection of the schools, a rigid exam¬ ination of the teachers, a ready adjustment of all school-difficulties, and complete and 260 EEPORT OF THE COMMISSIONER OF EDUCATION. reliable statistical and written reports of the full workings of the schools, at the close of the year. No change affecting any of the main features of tlie system should, in my opinion, be made.” DISTRICT-SCHOOL-CEXSUS. Six new districts have been formed and seventeen old ones abolished during the year 1873, making the whole number 1,367, eleven less than last year. The districts abolished were considered too small to maintain schools. They were, therefore, divided and the j)arts were joined to other surrounding districts. A number of others in which the school-census ranges below 70 will be abolished during the coming year. It requires a census of 70 or 75 children to give a fair average attendance, and the desire is to have as few districts as possible with less than this number. LENGTH OF ANNUAL SCHOOL-TERM. The school-law requires that every district shall maintain a school for at least nine months in the year. Failure to comx3ly with this condition involves a forfeiture of all school-money coming from the State. The length of time prescribed is greater than that in any other State. Notwithstanding this fact, very few of the districts have failed to comply with the requirement. In this particular the exhibit made for the year 1872-’73 is more favorable than ever before presented. The average length of time the schools have been kept in session is nine months and thirteen days. This ^ more than a month longer than the average school-term in any of the New England, Middle, or Western States. From nearly all the districts that failed to maintain schools the required length of time, good and sufQoieut reasons for the failure have been received, and the money apportioned to them has not been withheld. In many of them school- houses have been undergoing repairs or new ones have been in the course of erection. ATTENDANCE. The exhibit of the percentage of attendance does not materially differ from that given in last year’s report. The evils of irregular attendance then referred to still exist. The superintendent says: “We are making reasonable and satisfactory pro¬ gress in all matters pertaining to the schools, excepting this one. In the matter of attendance we seem to be making no advancement whatever.” This seems now the greatest obstacle to the success of the school-system. The total attendance is satis¬ factory. Seventy-five per cent, of the children of school-age are reported as having attended either a public or private school some portion of the year, leaving 25 per cent, who have attended no school. This 25 per cent, includes many children between the ages of 5 and 7, who are kept at home because they are considered too young to attend school, and many between 15 and 18, whose school-days have ended, but who have probably received a fair public-school-education. This being considered, the total attendance is as great as can reasonably be expected. The evil complained of is not absenteeism, but irregularity of attendance. The attendance for the whole school- term has been only 9 per cent, of the number enrolled, and 40 per cent., or more than one-third of the enrollment, were in attendance less than four months. In considering the magnitude of this evil it must be remembered that it does not all fall upon those who absent themselves ; a portion of it is sustained by those who are regular in their attendance, by classes becoming disorganized and consequently losing ground. Those members of a class who attend regularly have to be kept back while irregular attend¬ ants make up for lost time. It is urged upon parents, educators, and school-officers to put forth every effort to make the attendance on the public schools more regular and constant. In Jersey City there has been a gratifying improvement in this particular, 87 per cent, of the average number belouging having been in regular attendance, against 83.7 i)er cent, during the preceding year. This result, it is believed, has been attained by a plan which has been pursued during the past three years of rewarding that class which has had the most perfect attendance throughout the week, by dis¬ missal on Friday afternoon, with special praise and honor, one hour before the regular time. In some cases, also, those classes that have achieved 95 per-cent, or more are dismissed soon after the triumphant class. CORPORAL PUNISHMENT. A law forbidding corporal punishment in schools was enacted in 1867. At first, a large portion of the teachers of the State regretted the passage of it ; but it is the opinion of the State-superintendent that a majority of them would now oppose a pro¬ position to repeal the law ; and he thinks that three-fourths entirely dispense with the use of the rod. The effect of the law is held to have been good. It has led teachers to make the experiment of governing without corporal punishment, and many have been successful. He states that, “ as a rule, those schools in which the rod is not used are better governed than those in which the use of it is continued.” NEW JERSEY. 2G1 SALARY OF STATE-SUPERINTENDENT. The report of the State-board of education to the legislature contains the following : “ The provisions of the law making the public schools entirely free have added to the labors of the State-superintendent of public instruction ; and, as his services, apart from these additional labors, have been but moderately remunerated, the boai-d of edu¬ cation respectfully asks the legislature to consider the propriety of increasing his salary.” COUNTY-SUPERINTENDENTS. The State-superintendent says of this office : “ The amount of work required is suffi¬ cient to employ one man’s entire time and attention in each county in the State. But the salaries they receive are not such as to enable tliem all to do this, the average salary at present being only $794.17. The remuneration should be such as would in¬ duce educated, experienced, and thoroughly competent persons to accept these posi¬ tions and to devote their whole time and energies to the work. An increase of 50 per cent, on the present salaries would no more than fairly compensate these officers for their labors.” Most of the county-suiierintendents, in their reports, refer to the matter of salary, conceding the necessity of the superintendent’s whole time being given to the schools and regretting their inability to do this, the small salary making it neces¬ sary for them to devote a portion of their time to some other employment. The re¬ sults are unfortunate. One superintendent writes : “ In endeavoring to supplement my salary by the occasional performance of acts appertaining to a separate profession, I have risked a loss of influence in the schools, and my conviction is a settled one that the entire time and energy of the superintendent should be devoted to the school- work. How he is to be justly requited for such unremitting labor does not yet appear.” Similar sentiments are expressed by a majority of the county-superin¬ tendents. The good results to the schools of a supervision which would be constant and thorough, because sufficiently remunerated, cannot be overestimated. Notwithstanding these difficulties and hinderances, the visitation of schools seems to have been faithfully j)erformed. The number of such visitations during the year averages two and one-half for each school in the State, and a majority of the county- superintendents have visited their schools oftener than the law requires. INCREASE OF FEMALE TEACHERS. During the past year there have been 907 male and 2,234 female teachers employed in the public schools, being a decrease of 48 males and an increase of 104 females. For several years there has been this uniform decrease in the number of male teachers employed and a corresponding increase in the number of females. With the excep¬ tion of California, no State pays her female teachers so liberally as New Jersey, and only in the States of California, Massachusetts, and Connecticut do the male teachers receive as much as in this State. EXAMINATIONS AND CERTIFICATES OF TEACHERS. Examinations of teachers are held quarterly by the county-boards of examiners. The questions used at these examinations are uniform throughout the State and are furnished by the State-department. The certificates issued are of three grades. The first is granted to candidates not less than 18 years old with not less than two years experience in teaching, and is good for three years in all parts of the State, the sec¬ ond to persons not less than 17 years old with an experience in teaching of not less than one year. No experience in teaching is required for a third-grade-certificate, but candidates must be not less than 16 years old. The second-grade-certificate is good for two years and the third-grade for one year only in the county in which they are issued. The increase in the number of first-grade-certificates granted during the year is very gratifying. The number of rejections goes to show that the examinations are conducted with considerable thoroughness. It is intended to make the examinations more and more rigid every year, and thus continually to raise the standard of teachers’ qualifications. Special attention is called to the great importance of having thoroughly qualified teachers for the primary schools. Trustees too often have the idea that persons of lim¬ ited attainments and no experience are good enough for such schools ; and teachers themselves sometimes complain because they are required to pass an examination in grammar and geography before they can secure a license to teach a school where these studies are not taught. The reasoning upon which this idea is based is false and the legitimate results most pernicious. At no period in a child’s educational course does so much depend upon the teacher as during the first five years of his school-life. For this reason the requirements of primary-school-teachers should be considerably above the branches they are required to teach. The work must not bo intrusted to igno¬ rant and inexperienced teachers. The strongest terms are used in urging the impor¬ tance of this subject upon school-trustees and school-officers generally. 262 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS SHOULD BE VISITED BY PARENTS AND SCHOOL-OFFICERS. The neglect of the schools by trustees and the almost total indifference manifested by parents are made the occasion of remark by many of the county-superintendents. The results are alike evil to teachers and scholars ; the former, feeling that they are unappreciated and that they receive neither thanks nor sympathy, lose heart and courage for their work ; and the children are not roused to energy aud ambition, as they surely would be if a constant interest were manifested in their progress and their schools were frequently visited by persons whose good opinion they would value. The superintendent of a county where the general intelligence is above the average says : “ Very few of our trustees make a point of visiting the schools and the visits of patrons at large are fewer still. Often I have to hear from teachers, ‘You are the ouly person that ever visits me or manifests the least interest in what I am doing.’ ” Many super¬ intendents express a wonder that under such discouraging circumstances teachers con¬ tinue earnest aud faithful. It is hoped that this evil may be remedied aud that all who are interested in paying for the common schools will manifest an interest in their progress. UNIFORMITY OF TEXT-BOOKS. One great obstacle to satisfactory progress that confronts the teacher of an ungraded school is the multiplicity of classes. In nine-tenths of the districts of the State the schools are ungraded or the grades mixed. The number of classes is necessarily large and the time the teacher can devote to each is correspondingly short. In many of these schools the number of classes is greatly increased by the diversity of text-books used, and a great decrease would be effected if uniformity could be secured. The ques¬ tion “How can uniformity be secured becomes then an important one. In most of the counties the superintendents have endeavored to secure either township- or county- uniformity by calling the trustees of the townships or counties together and agreeing upon the books that shall be used. The result has not been successful. An approach to uniformity has been made, but in no county has it been fully secured. The difficulty is that, after uniformity is decided upon, there is no authority to compel parents to buy the books selected ; and, even if it were given, it is doubtful if it could be exercised to the necessary extent. The opinion is expressed that uniformity can never be secured uutil the law provides that the same parties that decide what books are to be used shall also be the purchasers. To secure county-uniformity, there must be a county- board to select and to purchase books for the whole county. For township- or district- uniformity the same must be true. Provided district-uniformity can be secured, county- and township-uniformity are not considered of so much importance. It is sug¬ gested that if every district were to raise by tax an amount sufficient to purchase all the books needed to commence with, the children could be required to pay a small annual sum for their use, and with this fund the supply could , be constantly kept up. There is no reason why the purchase of books should not be met by a common tax, as well as that incurred for erecting school-houses, hiring teachers, or purchasing fuel. The custom is common in the cities, and there is no reason why it cannot be introduced in the rural districts with equal facility and advantage. SCHOOL-HOUSES. During the past year new school-houses have been built and 96 have been re¬ modeled, refurnished, or enlarged. The total amount expended for the improvement of school-property was $586,470.58. The total amount ordered to be raised and ex^iended for this purpose next year is $660,715.32. The remarkable number of school-houses built and repaired during the past five years, the large sums of money expended for these purposes, and the consequent in¬ crease in the value of school-property are shown in the following tabular statement . Year. No. of Oisfricts with¬ out school-houses. New houses built. Old houses repaired. Total amount ex¬ pended lor the im¬ provement of school- property. Total value of the school-property of the State. 1869 . 62 95 $486,896 90 $2, 980, 996 00 1870 . 58 60 476, 606 83 3, 677, 442 00 62 82 84 597, 400 20 4, 246, 998 00 1872 . 52 85 99 536, 470 58 4, 966, 788 00 1873 . 37 83 96 660,715 32 5, 554, 828 00 Total ■ _ 370 434 2, 808, 089 83 1 NEW JERSEY. 263 The total number of school-buildings in the State at the present time is 1,480. It thus appears that one-fourth of the entire number have been built within the past live years and that more than one-half of them have either been built anew or remodeled and improved within this short space of time. There is a large decrease in the number of poor and medium school-houses and a corresponding increase in the number of good ones. A few years ago the grdUtest want in the State respecting educational matters was a just appreciation of the importance of furnishing suitable school-accom¬ modations. The school-houses, as a rule, were poor, and the people seemed'to be satis¬ fied with them. That state of apathy has passed. In every county new buildings are being erected and old ones repaired, and the utmost willingness is shown by the peo¬ ple to vote the necessary means for these improvements. The legislature of 1872 changed the law where it required a two-thirds vote to order a district-tax for making improvements in school-buildings, so that now only a majority- vote is necessary. This change has already beeu productive of great ^ood. In very many of the districts where new houses have been erected during the past two years the old ones would still be standing had this change not been made. The most cheering feature of this record is the superior character of the houses that have been built. During no preceding period have there been so many inquiries re¬ specting competent architects, suitable designs, methods of heatiug ami ventilation, lurniture, apparatus, &c., as during the past two years. lu each of the annual reports for the past three years the attention of school-officers and others has been directed to the fact that school-houses exist in the State with no outhouses attached. Three years ago the number in this condition was 152, and in addition to this there were 423 in which the outhouses were not kept iu proper order. It is some satisfaction to know that the number of schools with no outhouses has de¬ creased to 87 and the number with indifferent ones to 269; but the wonder is that a single case of the kind should exist. The State-superintendent is determined to cor¬ rect this evil, if possible, by the enforcement of the penalty provided iu the law for such cases, and will, therefore, direct the county-superintendents to withhold the State- money from all districts not provided with suitable outhouses, until such as are needed are built. DISTRICT-SCHOOL-LIBRARIES. The law providing for the purchase of school-libraries or school-apparatus has been in operation over two years. Under its provisions every district that raises $20 by subscription is entitled to an equal amount from the State, and /or every year there¬ after, by raising $10, a like sum of $10 is paid by the State. This money can be ex¬ pended either in the purchase of library-books or school-apparatus. Thus far 236 districts in all have established libraries and during the past year 49 districts made additions to. the libraries established last year. THE TOWNSHIP-SCHOOL-SYSTEM. The school-law, which authorized county-superinteudency, has beeu in operation six years. By the provisions of this law the number of school-officers in the State wuis materially lessened and the whole system was strengthened and made more efficient. A still further reduction in the number of school-officers can be made by adopting the township system. This change, it is believed, would strengthen still more the general school-system and add greatly to its efficiency. The number of school-districts then would be reduced from 1,367, the present num¬ ber, to 254, the number of townships and cities in the State. The number of school- officers would be reduced from 4,200 to about 1,600. There are now, on an average, seven boards, or twenty-one school-officers, for each township. With one-fourth the number to look after the interests of the schools there w'ill be more system, a greater degree of harmony, a deeper interest, and more effective work in the school-organiza¬ tion than is now possible. DEFECTS OF DISTRICT-SYSTEM. The principal defects of the present system are: too frequent elections; the difficulty of selecting any basis upon which the school-moneys can be apportioned, so that each district shall receive the precise amount of money it needs ; the needless expense in¬ curred, iu many cases, in maintaining a full school for the benefit of a few children; the endless disputes and troubles about district-boundaries, and the impossibility of grading or classifying the schools of small districts. One of the greatest hinderauces to the proper administration of the school-system lies in the cumbersomeness and inefficiency of the school-machinery iu the counties. The county-superintendent has loo many officers through whom he must act and upon whom he must rely for information. There need be no doubt that an improvement iu the efficiency of supervision and in the ease with which school-statistics can be gath¬ ered will follow the adoption of the township-system. This change in the school-law is stronglj’^ urged because it is believed that it will make the entire school-organization far more efficient than at present. 264 REPORT OF THE COMMISSIONER OF EDUCATION. CITIES. The educational interests in all the cities are in a very satisfactory condition. The total number of school-huildings in the cities is 99 and the number of dej)artments is 748. CITY-SCHOOL-HOUSES. Without an exception the school-houses in rhe cities are in good condition and many of them are models of excellence and beauty. Forty-one of the 99 buiidings are valued at more than |20,000 each and twenty-five are worth from $50,000 to $80,000 each. In Jersey City the average value of the school-houses is $53,000, which is con¬ siderably higher than the average value in any other city. In Newark the average value is $32,700. LENGTH OF SCHOOL- YEAR. The average length of time the schools were kept open in the cities is ten months and two days, or twelve days longer than the average term in the State at large. The average attendance for ten mouths was 18 per cent, of the enrollment, or twice as great as that for the State. The average attendance for the year was 55 per cent, of the enrollment. teachers’ SALARIES. The average salary of male teachers in the cities is $118.50 per month and that of female teachers $4*J.14 per month. The highest salary paid to male teachers in the State is in Jersey City, being $193 per mouth, and the highest paid to female teachers is in Newark, being an average of $60 per month. EVENING-SCHOOLS. Night-schools, for a longer or shorter period during the year, have been maintained in Bridgeton, Elizabeth, Jersey City, Millville, Newark, Paterson, Perth Amboy, Salem, and Trenton. These schools furnish educational facilities to adults and to all who, for any reason, are unable to attend the day-schools. They have been found productive of great good. GRADED SCHOOLS. In Camden the grading of some of the schools has been much improved, and active measures have been taken by the board of education for increased school-accommoda¬ tions. A fine building, which will contain eight rooms, intended for the use of colored children, is rapidly approaching completion. In Newark two large school-houses, each of which will seat about 800 pupils, have been completed duriug the year. The course of study in the Newark high school has been advanced, in order to meet the advanced requirements of the best colleges. In Perth Amboy the increase in attendance of children over 6 years of age has been so great as to render it necessary to remodel a portion of the school-building and to appoint an additional assistant teacher in the primary department. STATE NORMAL SCHOOL. While the standard of scholarship in the normal school at Trenton has been raised fully 30 per cent., the attendance during the three quarters ended with June 28, 1872, has somewhat increased. Every county in the State has had its representative, while 13 other States sent scholars who either paid tuition or pledged themselves to teach in the State upon graduation. The attendance was 228 — 194 ladies and 34 gentlemen— of whom 33 ladies and 5 gentlemen graduated, nearly all of whom at date of the report had secured positions "at good salaries. The addition of another year to the coursq of study has had a very beneficial effect, most of the pupils, who would otherwise have graduated, having availed themselves of its benefits. It is believed by the trustees that many gentlemen are deterred from pursuing this course of study by the constantly increasing expense attending it, which now amounts to a sum varying from $250 to $300 annually. They are, therefore, giving their atten¬ tion to devising means for the erection of a boarding-house for the gentlemen students, similar to that now working satisfactorily for the ladies, and at which the total annual expense, including room-rent, board, washing, and books, is only $150. HIGH SCHOOLS AND ACADEMIES. Reports received from 18 schools for secondary instruction show that in all but one of these classic studies are pursued, 7 also embracing the study of modern languages. As reported, 710 pupils are engaged in the English course, 196 in the classic, 120 study the modern languages, while 81 are pursuing both classic and moderu-language- courses. The total number of pupils under instruction is 1,295 — 688 boys and 607 girls. These are taught by 104 instructors, of whom 44 are gentlemen and 60 ladies. Two of these schools are exclusively for the education of girls and four are for boys. In one of the latter class, however, an English and classic school for boys, girls seem to NEW JERSEY. 265 have been admitted. The remainder are for the education of children irrespective of sex. One of these, the Farnum Preparatory School, an auxiliary to the State normal, is aided by the State, a condition of its endowment, received from I^aul Fariium, esq., bei 11^ that the State should appropriate |12,000 annually. Mr. Farnnm gave ^20,000 and the school-property, about $30,000, for the purpose of “improving the general education of the Slate.” It may have been noticed that “ in the Newark high-school the course of study has been advanced to meet the advanced requirements of the best colleges.” A more gen¬ eral advance of this kind is probable. The two are parts of one great whole, the high school the link between the common school and the university. PREPARATOEY SCHOOLS. Two institutions devoted especially to the work of preparing students for the colleges, the Peddie Institute, at Hightstown, and Stephens High School, ‘at Hoboken, report an aggregate of 20 in classic and 40 in scientific studies. Peddie Institute is supplied with a chemic laboratory, worth from $3,000 to $4,000 ; a cabinet of natural history ; and aphiloso])hic cabinet and apparatus, worth about $600. Of the 50 students in the Stephens High School, only two are preparing for college, most of the others iutending to enter scientitic schools, such as that established in the neighborhood, the Stevens Institute at Hoboken. COLLEGE OF NEW JERSEY. The w’hole course of study in this institution requires four years. All the studies of the first two years are required studies, being obligatory upon every member of the class. During the last two ye’ars of the course, students have an opportunity of se¬ lecting, to a certain extent, the studies which they will pursue. These elective studies, chosen at the beginning of the college-year and for the entire year, will, when chosen, be equally obligatory with the required studies. Should a student fail to pass the examination in any of his studies, his name is not entered on the class-roll at the beginning of the next term, until he shall have been examined in that study. On the second day of the next term such delinquent students are required to meet in the chapel, prepared for an immediate examination in the studies which they have omitted. Members of the sophomore-class found deficient in any study at the biennial examination are conditioned and re-examined in that study before being allowed to proceed to the elective courses of the junior year. A graduate of the college offers a prize of $100 to the student of the sophomore-class who may stand highest at the biennial examination to be held at the close of the year 1872-73. A limited number of students is educated by means of endowed scholarships. The college also possesses a fund for the purpose of aiding indigent candidates for the min¬ istry of the Presbyterian Church, from which they receive about $30 a year each. The college has received from Mr. John C. Green the sum of $100,000 for the endow¬ ment of a school of science.* This will supply a want that has long been felt. An elegant building is in process of erection and $25,000 has been set apart for the pur¬ chase of scientific collections and apparatus. The instructors in the academic de- I)artment will give instruction in the scientific school and the professors of the latter will aid in the academic department. The sum of $5,000 has been subscribed towards a chair of civil engineering. This school is believed to have been opened at the be¬ ginning of the academic year, September 10, 1873. RUTGERS COLLEGE. The departments of the college are classic and scientific. In the classic department, all the studies up to the close of the sophomore year are obligatory and are intended to be of such a character as will be equally desirable whatever subsequent profession or career is chosen. SUPERIOR INSTRUCTION. During the junior- and senior-years, elective studies are permitted. Students de¬ siring to pursue special studies may do so, provided they are properly prepared to go on with the regular classes. The scientific department, known as the Rutgers Scientific School, constitutes the Slate College of Agriculture and the Mechanic Arts. There are two distinct courses of study: (1) a course in civil engineering and mechanics and (2) a course in chemistry and agriculture. During the first and second years, the studies of the two courses are the same and are designed as a suitable introduction to the higher branches of either course. These two years form a course complete in itself, and students leaving at this period of the course receive a certificate of their attainments. There is also a special course in chemistry and agriculture, occupying two years aud designed for those who * This is ia addition to his gift of $120,000 for the library. 266 REPORT OF THE COMMISSIONER OF EDUCATION. desire to devote themselves entirely to these branches. According to the requirements of the law, the students in this department are regularly drilled in military tactics. One of the pressing wants of the college is being supplied by the erection of a new building from the funds derived from a legacy to the institution. Among the present wants are: (1) a sum not less than $35,000 for the erection of a dormitory; (2) a large present addition to the library, considered absolutely essential to the iirogressof the institution ; and (3) a jiermanent fund, the income of which can be used to make yearly additions to the library and to keep in order Avhat has been accumulated. The funds for the general purposes of the college require a large increase. The good of the institution requires a greater outlay for instruction. The growth of the college and the demand for greater facilities for education are creating wants which appeal imperatively to the friends of the institution. In the appended table the condition of the two above-named institutions, as well as of the two others in tire State, is briefly presented. Statistical summary o'f colleges. Names of colleges. Corps of instruction. 1 Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper- . ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. 1 Receipts for last year from all other sources. Burlington College . . College of New J ersey Rutgers College . Seton Hall College. .. 9 18 1:3 16 0 7 54 38 "so" $50, 000 550, 000 ^♦'0, 000 25, 5o0 3, 000 30, 000 5, 500 8, 000 397 1‘24 70 $750, 000 $850, 000 $54, 000 COLLEGES FOR WOMEN. Four institutions for the superior instruction of young ladies report an aggregate attendance of 566 pupils, with 54 professors and teachers, 19 of whom are gentlemen. Music — vocal and instrumental — drawing, painting, French, and German are taught in all these colleges, and in one Italian and Spanish are added. All have chemic labo¬ ratories and philosophic cabinets, three natural-history-museums, and all some pro¬ vision for physical culture, and libraries, two numbering 2,000 volumes each and the other two 1,000 each. PROFESSIONAL AND SCIENTIFIC TRAINING. Of the theologic schools referred to in the following table, the Drew Seminary, at Madison, is Methodist-Episcopal, and all the bishops of that denomination are, ex officio, members of its board of supervision, while any annual conference of the church may appoint two of its members as official visitors. The regular course of study, arranged with reference to the attainments of college-graduates, requires three years for its com¬ pletion. But to meet the wants of those whose age or other circumstances may make a previous college-course impossible, an introductory course of four years in the classes of science has been arranged, two years of which must be completed before coming to the institution. The remaining two may be attended to within its halls. In the regular course, the theologic training proper ap^iears to belong to the last two years, the tirst year being mainly occupied with the study of mental and moral philosophy and Butler’s Analogy. The Princeton Theological Seminary (Presbyterian) shows a list of students almost all of whom are graduates of colleges. The course of instruction seems to he very thorough and complete, embracing all the ordinary topics of theology, with a recently added department of Christian ethics and apologetics. Rhetoric and elocutionary training have special care bestowed on them ; and among the optional studies beyond Hebrew (which is in the regular cou ise) are Chaldee, Syriac, Arabic, and the elements of Janseric, all important to a student of the scriptures in the original. The German School, near Newark, is also Presbyterian, and is established to provide German-speaking instructors for the vast belt of German population which has settled itself along the great railroad-lines stretching westward from New York and Phila¬ delphia, even to the Mississippi States. The Theological Seminary of the Reformed Church in America, formerly the Reformed Dutch Church, is the chief training-school for the ministry of that very respectable and very conservative denomination. It is substantially a theologic dejiartment of NEW JERSEY. 267 Rutgers College, New Brunswick, as the Princeton Seminary is of the College of New Jersey. The Scientific School of Rutgers College is, by act of the legislature, constituted the State College for Agriculture and the Mechanic Arts, embracing, as has been previously stated, a course in civil engineering and mechanics and one in chemisti'y and agricul¬ ture. Comparatively unnoticed until lately, this institution has come considerably into the foreground of observation through the able defense of the agricultural- college-system, put forth by Prof. Atherton, at the meeting of the National Edu¬ cational Association in Elmira, August, 1873, and through various publications from him on the same theme since that time. Besides its well-arranged course iii chemistry and agriculture, under the direction of an ample faculty, there is sustained by the trustees an extensive model farm, designed to illustrate the principles of agri¬ culture and test by experiment the value of different systems. Forty free scholar¬ ships secure the education of as many State-students without charge for tuition. The JohnC. Green School of Science is closely linked with the College of New Jer¬ sey" as one of its departments, the instructors in the academic department giving instruction in the scientific school and the professors in the scientific school assisting in the academic department. The Stevens Institute of Technology, another school for special scientific training, stands on a wholly independent basis, aiming to prepare men for engineering, chemic, and physical-science-occupation, and, from its ample endowment new and excellent buildings and rapidly -increasing library and museums, presents great advantages. A department of belles^-lettres and one of languages accompany the scientific course and give opportunities for quite liberal education. An institution not in the following table may perhaps not inappropriately be men¬ tioned here, the New Brunswick Conservatory of Music, which aims to elevate into a science one of the most delightful of the arts and to have the study of it pursued, under highly-qualified instructors, to a point considerably beyond what is reached in ordinary schools. Statistical summary of schools for professional instruction. Names of schools for professional in¬ struction. SCHOOLS OF THEOLOGY. Drew Theological Seminary . German Theological Seminary of Newark . Theological Seminary of the Presby¬ terian Church at Princeton . Theological Seminary of the Reform Church in America . SCHOOLS OF SCIENCE. Scientific School of Rutgers College . . John C. Green School of Science . Stevens Institute of Technology . 1 Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year IVom all other sources. 16 5 103 $400, 000 $250, 000 $17, 500 15, 000 4 0 23 $27, 482 14, 000 14, 000 953 $6, COO 300 7 97 24, 096 5 4 29 420, 000 200, 000 220, 000 12, 000 16, 000 11 50 6, 960 5, 000 6 14 200, 000 125, 000 100, 000 7, 000 12 .... *70 1 6.50i 000 500i 000 500i 000 40, 000 5, 000 7, 000 * With 35 preparatory students additional, t This is given as the amount of endowment. BUSINESS-COLLEGES. Two of these schools of training for commercial life exist in the State, one at Trenton, the other at Newark. No returns from ‘the latter for 1873. The former reports five teachers and 254 pupils. OBITUARY. The only New Jersey educator of whose death in 1873 intelligence has been re¬ ceived wms Rev. William A. Dod, D. D., of Princeton, who passed away January 2, in his fifty-fifth year. He was a son of the well-known Princeton professor of mathe¬ matics of that name, received his education at the college, under his father’s supervis¬ ion ; graduated there in 1838 ; was a tutor in his alma mater from 1840 to 1841, and professor of architecture and the fine-arts from 1855 to 1859. His later years were spent in the ffuiet duties of rector \of the Protestant-Episcopal church in his native place, his fine taste and scholarship giving great attractiveness to his ministrations. 268 KEPORT OF THE COMMISSIONER OF EDUCATION. LIST OF SCITOOL-OFFICLVLS IN NEW JERSEY. Hon. Ellis A. ApgaR, State-superintendent of public instruction, Trenton. STATE-BOARD OF EDUCATION. Name. Post-office. OFFICERS. President, Governor Joel Parker . . . . . . Freehold. Newark. Trenton. Princeton. Bridgeton. Newark. Trenton. Vice-president, William A. Whitehead, esq . . . . .................. State-superintendent, and ex-officio secretary, Hon. Ellis A. Apgar . EXECUTIVE COMMITTEE. Rev. John McLean, D.D. LL.D . . . . . . . . .......... _ Charles E. Elmer, esq . . . . . . . . ... _ William A. Whitehead, esq . . ... . . . Hon. Henry C. Kelsey . . . . . . .... COUNTY-SUPERINTENDENTS. County. Name. A flnntif*. _ . . _ George B. Wip-ht _ _ _ ■Rpr^pn . . E. F;. Vreeland _ _ _ _ "Rn t*li njrfnn . . . Walter A. Barrows _ _ _ _ . P’. R Brace _ _ _ Cape May ... _ - _ .......... Maurice Beesley . . . . . . .... Cumberland _ _ _ _ _ _ R. L. Howell . nharles M. Davis _ _ _ _ Gloucester _ ...... _ _ _ ' William Milligan . . . . . ...:. TT nelson . . _ _ _ _ _ William L. Dickinson .......................... Hunterdon _ _ _ _ C. S. Conkling . . . . . . . TV'lprppr _ _ William J. Gibby . IVfiddlesev _ _ Ralph Willis . . . . ...... _ _ Moninonth . . ...... Samuel Lockwood _ _ _ ........ _ ........ IVforrisi . . . . John R. Runyon _ _ .... _ ........ _ _ _ Oopfin . . . Edward M. Ijonan _ _ _ _ _ Passaic . .T n Ernik shank _ _ William H. Reed . SniTiprRPt. .... Elias W. Ra.ric.k _ _ _ _ RnSKPY . . E A . Stiles _ _ _ *^Tnion ..... N. W. Pease. _ _ \y'o.rrpn .... ..... Ephraim Dietrich _ _ Post-ofBce. Mays Landing. Hackensack. Mt. Holly. Blackwoodtown. Dennisville. Millville. Bloomfield. Woodbury. Jersey City. Frenchtown. Princeton. Spotsw’ood. Freehold. Morristown. Forked River. Little Falls. Woodstown. Somerville. Deckertown. Elizabeth. Columbia. NEW YORK. 269 NEW YORK. fFrom the report of Hon. Abram B. Weaver, State-superintendent of instruction, for 1872, transmitted to the legislature February 28, 1873.] PERMANENT SCHOOL-FUND. Bonds for lands sold . $217, 003 65 Bonds for loans . 175, 379 30 Loans of 1840 . . . 49, 326 00 Bank-stock . 50,000 00 State-stocks . 1,165,057 24 Comptroller’s bonds . 36, 000 00 Money in the treasury . 1,277,547 36 Oswego City bonds . 34,200 00 Total amount of fund September 30, 187^ . . . 3, 004, 513 55 Increase from last year . 25, 937 03 This fund was established in 1805, and amounted at that time to $26,774.10. By ju¬ dicious investments it has been gradually increased to the present amount. ' FINANCIAL STATEMENT. The school-moneys for the fiscal year ended September 30, 1872, are derived from the following sources : From the common-school-fund . $170, 000 00 From the United States deposit-fund . 165,000 00 From the State-school-tax . . . 2, 448, 784 31 Total . 2, 783, 784 31 The apportionment has been made, as required by law, as follows : For salaries of school- commissioners . 91,200 00 For supervision in cities . 18, 500 00 For libraries . 55, 000 00 For contingent fund, (including $84.99 for separate neighborhoods) . 1,797 57 For Indian schools . 3, 172 00 For district-quotas . . . . . 871,371 58 For pupil- and average- attendance-quotas . 1, 742, 743 16 Total . 2, 783, 784 31 The following table is a summary of the financial reports relating to common schools for the year ended September 30, 1872 : Receipts. Cities. Rural districts. Totals. Amount on hand October 1, 1871 . . . . $818,869 09 1, 016, 887 98 44 86 4, 340, 065 60 $264, 749 05 1,641,978 12 36, 452 62 2, 940, 862 78 235, 660 87 169, 744 62 $1,083,618 14 2,658,866 10 36, 497 48 7, 280, 928 38 235, 660 87 260, 466 83 Apportionment of ptiblic moneys . . Proceeds of gospel- and school-lands . . Raised by tax _ _ _ _ Estimated value of teachers’ board . . . . From all other sources _ _ _ 90, 722 21 Total receipts _ _ _ _ 6, 266, 589 74 5,481,467 18 5, 289, 448 06 5, 190, 099 19 11,556,037 80 10,671,566 37 Corresponding totals for 1871 . . . Increase _ _ _ _ _ 785, 122 56 99, 348 87 884,471 43 Expenditures. Cities, Rural districts. Totals. For teachers’ wages . $3, 316, 926 27 10,862 13 167, 966 08 59, 835 04 1,110, 144 14 721,950 12 $3, 640, 529 49 15, 197 37 57, 715 36 6,690 13 878, 779 04 429, 850 70 142 13 $6, 957, 4.55 76 26,059 50 225,681 44 66,525 17 1,988,923 18 1, 151,800 82 142 13 For libraries _ _ _ _ For school-apparatus _ _ _ _ _ _ _ For colored-schools . For school-houses, sites, &c . . . . . For all other incidental expenses . . . . . Forfeited, in hands of supervisors _ _ Total expenditure _ _ 5, 387, 683 78 4, 662, 598 09 5, 028, 904 22 4, 945, 305 72 10, 4 16, .588 00 9,607,903 81 Corresponding totals for 1871 _ _ _ Increase _ _ _ 725, 085 69 83,598 50 808,684 19 Balance on hand October 1, 1W2 . 878, 905 96 260, 543 84 j 1, 1:39, 449 80 270 REPORT OF THE COMMISSIONER OF EDUCATION. Since 1850, when the total expenditure for the maintenance of public schools was $1,607,684.85, the expenditure has increased at the average rate of nearly half a million per annum, until, in 1872, it reaches the sum of $10,416,588. The total expenditure for the period from 1850 to 1872, inclusive, has been $116,562,930.57. The following table shows the entire amount expended during the year for the maintenance of public educational institutions, not including appropriations made to orphan-asylums and other public charities in which instruction is given : Wages of common-school-teachers . $6,957,455 76 District-libraries . 26, 0.59 50 School- apparatus . 225,681 44 Colored-schools . 66,525 17 Buildings, sites, furniture, repairs, &c . . . 1, 988, 923 18 Other expenses incident to the support of common schools . . 1, 151, 800 82 State-appropriation for support of academies . 41,746 50 State-appropriation for teachers’ classes in academies . 15, 080 00 For teachers’ institutes . . . 16,190 28 For normal schools . . , . 174, 339 23 For Cornell University . 44, 000 00 For Elmira Female College . 3, 500 00 For Indian schools . 7,690 94 For salaries of school-commissioners . . . 90, 187 32 For department of public instruction . . 19, 620 08 For regents of the university . 6, 242 26 For printing reports and school-registers . 13, 958 72 Total . 10,849,001 20 Corresponding total for 1871 . . . . . 9, 880, 185 06 Increase . 968, 816 14 SCHOLASTIC POPULATION. The whole number of children between the ages of 5 aud 21 years, as reported, was : Cities. Rural dis¬ tricts. State. In 1871 . 64.5, 128 662, 778 857, 556 1-, 502, 684 1,521,953 In 1872 . 859, 175 WHOLE NUMBER IN ATTENDANCE. In 1871 . 411, 133 409, 272 616, 977 614, 858 1, 028, no 1, 024, 130 In 1872 . AVERAGE DAILY ATTENDANCE. In 1871 . 195, 230 199, 853 298,418 294,997 493, 648 494, 850 In 1872 . . . . . AGGREGATE ATTENDANCE. The aggregate number of days of attendance was as follows : 1 Cities. Rural dis¬ tricts. State. In 1871 . . 39, 096, .552 38, 479,418 53,511,055 50, 234, 513 92, 607, 607 In 1872 . 88, 713, 931 The average time each pupil in the rural districts attended school was sixteen and nine-tenths weeks; in the cities, nineteen and three-tenths weeks. LENGTH OF SCHOOL-TERM. Average length of term in cities . . 41-i% weeks. Average length of terra in rural districts . v . weeks, 4 days. Average length of term in the State . 35 weeks. NEW YORK. 271 CLASSIFICATION OF PUPILS. The number of pupils instructed in all schools during the year was as follows: 1871. 1872. In the common schools . - . - . . . 1, 028, 110 5, 807 30, 370 3, 194 135,433 1, 024, 130 6, 377 31,421 4,012 131, 761 In the normal schools ... _ _ _ _ _ _ .......... _ ......... _ Tn thp nonilpinips . . _ _ . In the colleges _ _ _ _ _ _ _ _ ..... _ ....... _ _ _ _ In th e p rivate schools ........... _ ......... _ ....... _ _ _ ......... Total . 1, 202, 914 1, 197, 701 The total number thus reported as having attended school during 1872 is about 79 per cent, of all persons in the State between the ages of 5 and 21 years and much larger than the entire population between the ages of 6 and 17 years. NUMBER OF TEACHERS. The whole number of teachers employed in the common schools was: Males. Females. Total. In 1871 . 6, 481 6, 670 21, 773 28. 254 • 28, 657 In 1872 . 21,987 The number reported as employed at the same time for the legal term of twenty- eight weeks or more was as follows : Males. Females. Total. In 1871 . 4, 752 4, 800 13, 119 13, 256 17, 871 18,056 In 1872 . teachers’ licenses. Teachers in the common schools were licensed as follows: • By normal schools. By superin¬ tendents of public in¬ struction. By local offi¬ cers. Total. Cities _ _ _ _ _ _ 270 448 4,480 5, 198 23, 459 Rural districts . 273 647 22, 539 Total for 1872 . 543 1,095 27, 019 26, 667 28. 657 Total for 1871 . . . . . . 533 1,054 28, 254 teachers’ salaries. The whole amount expended for teachers’ wages was : Cities. Rural districts. Total. In 1871 . $3, 066, 787 94 3, 316, 926 27 $3,586,305 11 3, 640, 529 49 $6, 653, 093 05 6, 957, 455 76 In 1872 . Increase over 1871 . . . . . .......... 250, 138 33- 54, 224 38 304, 362 71 Cities. Rural dis¬ tricts. State. The average annual salary for each teacher was — ' , In 1871 . $645 37 691 03 15 44 16 73 $273 38 274 63 8 33 8 37 $372 86 385 33 10 58 11 04 In 1872 . . The average weekly wages was — In 1871 . .. . In 1872 . 272 REPORT OF THE COMMISSIONER OF EDUCATION, The whole amount paid for teachers’ wages was $2,130,984.12 more than in 1867, which is an advance, in five years, of more than 44 per cent, upon the gross amount and of more than 22 per cent, upon the average annual salaries of the increased num¬ ber of teachers. SCHOOL-DISTRICTS. The reported number of school-districts in the State, exclusive of cities, which have no such divisions, was — In 1871 . 11.350 In 1872 . 11,367 Increase . 17 This increase is chiefly owing to the formation of new districts in sparsely-settled sec¬ tions of the State, as required by the increasing population. On the other hand, owing to the consolidation of small districts and the organization of graded schools in cities and villages, there has been, in the aggregate, a diminution of thirty during the last ten years. SCHOOL-HOUSES. « The number of school-houses and their classification according to the materials of which they are constructed are as follows : « Log. Frame. Brick. Stone. Total. Cities _ _ _ _ 51 329 10 473 390 11, 353 Rural rlist.rir.ts. _ _ 121 9, 890 869 Total, 1872 . 121 9, 941 9,9J4 1, 198 483 11,743 11,728 Total, 1871 . 127 1, 182 505 Their number and classification, as reported for the years 1862 and 1872, are as fol¬ lows : • Log. Frame. Brick. Stone. Total. 1862 . 228 121 10, 004 9, 941 964 1, 198 554 483 11,750 11,743 1872 . 1.. Tnereasft _ _ 254 Decrease . . . . 107 63 71 7 The increase in the number of brick school-houses does not represent the full number of new buildings that have been erected during the period mentioned, for many have been constructed iu place of old ones of similar materials. The improvements which have been made in providing suitable houses and sites are better indicated by their reported value as compared with preceding years and the sums expended each year for these and kindred purposes, as stated in the following tables : VALUE OF SCHOOL-PROPERTY. The value of school-houses and sites was first reported in 1865. The reported value iu that year and in 1872 was as follows : Cities. Rural dis¬ tricts. Total. In 1365 . $5, 041,061 15, 165,314 $4, 904, 862 9, 350, 936 $9, 945, 923 24, 516, 250 In 1872 . Increase tince 1865 ..... _ .................. _ .......... _ _ 10, 124, 253 4, 446, 074 14, 570, 327 The average value of school-houses and sites is, in the cities, $38,885.50 ; in the rural districts, $823.65. The average value of school-houses and sites iu the rural districts has risen from $433.02 in 1885 to $823.65 in 1872. NEW YORK. 273 EXPENDITURE FOR SCHOOL-BUILDINGS. The sums spent for school-honses, outhouses, sites, fences, furniture, and repairs, as reported for the years 1863 and 1872, were as follows : Cities. Rural dis¬ tricts. TotaL Jn IPfiS . $242,547 53 1, 110,144 14 $185,961 40 878,779 04 $429,508 93 1,988,923 18 In 1872 . Total expenditure for the period from 18G3 to 1872 . 8, 08 1,804 '30 6, 670,579 11 14,752,383 41 More than ten millions of dollars have been exj^euded for these purposes during the last five years, and the large increase in the reported value of school-houses and sites would indicate that the amount had been chiefly used in permanent improvements. STATISTICS OF NORMAL SCHOOLS. Number of such schools, exclusive of New York City . 8 Whole number of pupils . 2, G66 Average number in attendance . 1, 395 Average age of male pupils, years . 19. 2 Average age of female pupils, years . 19. 1 Number of graduates — males, 46 ; females, 226 . . 272 Total receipts . $195, 164 90 Increase over 1871 . - . 59,375 42 Total expenditure . 174,487 62 Increase over 1871 . 46,774 73 STATISTICS OF SCHOOLS FOR INDL4NS. Number of districts . Number of children between 5 and 21 years of age . Whole number registered during the year . Average daily attendance . Number of teachers — males, 8 ; females, 29 . Number of white teachers . Number of Indian teachers . Average number of weeks school was taught . GENERAL VIEW. 27 1,774 1,192 706 37 20 17 32.8 The superintendent says : “ The returns for the school-year ended September 30, 1872, are as favorable in nearly all respects as those of any preceding year. This indi¬ cates a fair measure of prosperity, according to the usual standards, but should not be accepted as conclusive evidence of such great success that efforts for a better condition may prudently cease. “Although statistics may be truthful in reference to the facts reported and for some purposes very serviceable, they cannot reveal the whole life of our school-system, nor without careful study will they disclose its defects. The figures given, if inconsider¬ ately accepted, might encourage the inference that there is no occasion for further im¬ provement. But those in charge of public instruction should ever keep before their minds the question whether we are doing the proper work in the best way. “ Changes for the better may be made” and suggestions upon several points will be submitted to the legislature. FREE-SCHOOL-FUND. It is suggested that the law in regard to the free-school-fun d be so amended as to give to the superintendent of public instruction a supervision of this fund similar to that exercised by the comptroller over the general fund. • Under the existing law, all payments from the free-school-fund are made upon the warrant of the superintendent and all receipts for moneys coming into the fund are required to be countersigned by him. His control does not extend further. He has no means of ascertaining whether the money for which he receipts is actually placed in the bank to the credit of the fund. The frequent mistakes which have occurred show the necessity for an amendment of the law. APPORTIONMENT OF SCHOOL-MONEYS. The pupil- and average-attendance-quotas, amounting the past year to $1,742,743.16, are distributed to the several school-districts which have maintained schools the re¬ quired term of twenty-eight weeks, one half according to the number of children of 18 E 274 EEPOIiT OF THE COMMISSIOXER OF EDUCATION. school-age and one-half according to the average daily attendance. Concerning this it is remarked : ‘‘ It vas undoubtedly the original design in establishing this basis for the distribution of a portion of the public moneys to encourage attendance at school; but the jn-actical operation of the' law tends to defeat that purpose by rewarding the highest average daily attendance, which is more easily secured for a short term than for a long one. Thus a district maintaining school beyond the required legal term not only receives no public money on account of such additional time, but incurs the risk of reducing the average daily attendance already attained and, consequently, its share in the next annual appropriation. It would be more equitable and encourage attend¬ ance for longer terms to divide this portion of the fund according to the whole number of days of attendance at school.” ATTENDANCE. The largely increased attendance upon the public schools which has hitherto marked the years following the adoption ot the free-school-law has been substantially main¬ tained during the last j'ear. Though the total number of pupils reported as having been in attendance during some X)ortion of the year is somewhat less, the average at¬ tendance is more than for any x^receding year. The average number of x^upils in attendance for the whole State, each day of the entire term in 1872, was 1,202 more thau that of the equal term in 1871, 10,115 more than in 1870, 26,429 more than in 1869, 48,932 more than in 1868, and 74,893 more than for the shorter term in 1867. SUPEEVISION. The present system of suxaervision by commissioners having been in operation since 1856, there has been ample time to test its merits and reveal its defects. While recog¬ nizing the existence of imperfections, the sux^erintendent is not convinced that any other method would subserve the x^urpose as well or with less cost to the State. He would, however, favor any modilicatious that are really calculated to render it more effective. Two methods have been suggested. The first x^roposes to increase the number of officers and reduce the size of their districts ; also that officers shall serve gratuitously, but their expenses shall be x)aid. The objections to this are that with so large a num¬ ber of officers it would l)e inq^ossible to conduct mauy of the operations of the depart¬ ment with requisite directness and x^recisiou and that the expense would really be greater : the sum allowed to the 114 commissioners under the x^reseut system would be quite inadequate to meet the exx)enses of the 2,000 officers whom it is x)i'oposed to substitute for them. The second xffau x>rovides for the ax)pointraent of commissioners by some authority which shall be held responsible for the choice of competent and faithful officers, in¬ stead of choosing them by x)opular elections. The superiuteudent remarks : “In whatever mode the school-commissioner may be selected, he should be required by law to give his undivided attention to the duties of that office.” DISTRICT-LIBRARIES. The condition of the district-library -system and the ruinous tendency of its x^i’esent mauagemeut have been fully stated in former reports. The reported number of vol¬ umes has constantly decreased from 1,604,210 in 1853 to 874,193 in 1872, notwithstand¬ ing the annual ax^proxiriation of $55,000 for their supx)ort. The decrease for the last year was 54,123. If the system is to be redeemed and made useful the legislature must interfere. In accordance with previous recommendations and for the purpose of carrying them into effect, amendments to the code of xmblic instruction liave been xirexiared, x^roviding for the repeal of those xu’ovisious which permit the use of library-moneys for any other purpose than for the x)urchase of books and making it the duty of trustees to raise by taxation, in each district resxiectively, a sum equal to that apportioned to it for library- X^urposes and to apply the same exclusively to the purchase of books. Amendments in form embodying these x>rovisions will be submitted to the legisla¬ ture at its x^reseut session. SCHOOLS FOR INDIANS. The rexmrts made by the several local superintendents indicate a steady increase in the aggregate and in the average daily attendance at the Indian schools and that most of them are progressing satisfactorily in other resxiects. The superintendent of Indian schools for the Allegany and Cattaraugus reservation rexiorts a largely increased interest among the Indian x^eople in regard to the schools. As a result the attendance is larger and more regular. This change is attributed largely to the influence of the evening-lectures during the institutes held for the ben¬ efit of teachers, at the Indian council-house, in the two preceding summers, ad¬ dressed directly to the parents, with a view of enlightening them upon their relations JsEW YORK. 275 to the schools and their duty to their children in the matter of education. These in¬ stitutes have exerted a marked improvement upon the character of teaching in the schools. In the asylum-school the object-system has been used with most satisfactory results. The apparently stolid indifference of the Indian to intellectual matters can only be overcome by apiDealing to the intellect or mind through the senses. This ren¬ ders the object-method peouliaiiy fitted for these schools. A more general introduc¬ tion of modern contrivances for the aid of the teacher is recommended ; also a continu¬ ation of institute-instruction. It is also recommended that the plan of having the Indians keep their school-houses in repair, so far as practicable, without State-aid be continued. In the majority of the districts they are able to assist in the expense of maintaining the schools, and will do so rather than dispense with them. Too much assistance is a curse rather than a blessing. In the Oneida and Madison Indian reservation school was maintained for a period of thirty-three weeks. The whole number of children between the ages of 5 and 21 is 47; whole number registered in school, 39. The daily attendance is not wdiat it should be, hut a portion of the pupils are quite regular and make satisfactory progress. The school-houses and apparatus are in good condition. The Indians of the Onondaga reservation have had the advantages of a school about twenty-five years, but during much of that time only a small portion of the tribe have sent their children to school. About half the population are pagans, who have gen¬ erally opposed schools and keep up the customs and festivities of the ancient Onon- dagas. Besides the State-school there is a parochial school under church care, and many children have been withdrawn from the State-school to attend this. The ex¬ istence of these two schools near each other, each scantily furnished with scholars, the patrons of each more or less hostile to the opposing school, has a dex^ressiug etfect upon education among the pagan portion of the tribe. In the St. E6gis Indian reservation the condition of the schools and the progress of the x)upils are not encouraging. The children are irregular in attendance and cease to attend school at all when 14 or 15 years of age. The parents appear to have but lit¬ tle control over their children or regard for their welfare. The superintendent of the Indian school in the Shinecock reservation reports 43 chil¬ dren between the ages of 5 and 21. Whole number registered, 35 ; average daily attend¬ ance, 19. The school has been taught thirty-two weeks during the year. The members of the tribe seem fully to appreciate the imjDortance of educating their children and eagerly avail themselves of the x^rivileges aflbrded them. In the Tonawanda reservation schools have been taught nearly the usual length of time during the past year. Last fall the Indians were urged to rex)air the old school- houses for the winter-term. This was considered in their councils, and some of the old chiefs recommended the stopinng of the schools and a return to their old pagan rule and worshij). It is now thought by that portion of the Indians interested in schools that so long as the office of chief is kept ux) no considerable improvement can be made, and some of them are making an effort to do away with that office. The build¬ ings were repaired from the Quaker fund. In the Tuscarora reservation the whole number of children of school-age is 172 ; number registered in school, 118 ; average daily attendance, 44. Taking into consid¬ eration the fact that the Indian children seldom go to school before they are 6 or 7 years old and usually leave by the time they are 14 or 15, the attendance is creditable. The children improve as fast as can be expected of those who have not only their les¬ sons to learn, but a language also, for most of them on entering school cannot speak a word of English. The Indians willingly furnish fuel and make repairs on the build¬ ings, but seem to think that nothing more ought to be required of them. The State-superintendent says : “ There seems to be no question but that, under the ox^eration of the fourteenth amendment to the Constitution of the United States, the Indians are entitled to all the privileges and immunities of citizens. The education and training which the Indian children now receive at the expense of the State are intended to fit them to x)roperly perform the duties of citizenshix). In order, however, to produce the contemxdated result, the Indians must be taught to hel]") themselves by being required to bear some measure of responsibility.” It is respectfully suggested that all State-aid hereafter granted to the Indians for the xmrposes of education, for building and repairing roads and bridges, and for other imxn-ovenients, should be couxded with such a requirement. NEW YORK CITY. [From annual report of Hon. Henry Kiddle, city-superintendent, for the year ended September 30, 1873.] Attendance in schools. — “The average attendance of xmpils for the year ended Septem¬ ber 30. when returns were made from all the schools under the control of the board of education, was 107,639 and the whole number of puxiils who received instruction during any xiortion of the year is rexmrted as 235,618. The average attendance and 276 REPORT OF THE COMMISSIONER OF EEUCATION. number of pupils tauobt in each class of schools during this and the preceding year are exhibited in the following table: Schoola. 1873. 1872. Average at¬ tendance. Whole num¬ ber taught. Average at¬ tendance. is c "I? "o ^ Male-grammar-schools . Female-grammar-schools . Primary departineuts . Primary schools _ _ _ _ _ 17, Ool 15,411 39, 865 15, 652 803 1,395 8, 302 9, 160 32, 483 28, 941 90, 297 38, 142 1, 965 2, 434 21,806 19, 550 16, 930 14, 923 38, 363 16, 260 797 1, 446 8, 257 9, 350 31,271 28, 062 88, 997 39, 176 1, 832 2, 145 23,418 20, 979 P.olorcd-schools . . _ _ _ _ _ _ Normal schools . Corporate schools . . . PiVening-schools _ _ _ _ _ _ _ _ Total ... _ _ ... . . . . . 107, 639 235, 618 106, 326 235, 880 “ It will be perceived from this that the average attendance in all the schools for the year was 1,313 in excess of that rej)orted in 1872, while the number taught was 282 less. The accommodations, except in the primary departments, have been increased in a much greater proportion than the number of pupils to be accommodated. The reasons for this are the increase of school-population in some parts of the city and the diminution in others, the withdrawing of the pupils from the jjublic schools by the establishment of parochial schools, and the establishment of schools and the erection of buildings in localities where they are needed without the discontinuance of schools where .they are not needed. In this way the cost of the system is year by year increasing in a greater rate than the number of pupils educated. This table shows the number of pupils that can be accommodated in each class of schools, as compared with the average number on- register : Schools, Number that can be. accom¬ modated. Average regis¬ tered number. Excess of ac¬ commodation. ' Excess of ac¬ commodation in 1872. Male-grammar-schools . 22, 532 18, 594 3, 938 3, 553 Female-grammar-schools . 20, 441 17, 078 3, 363 3, IOC Primary departments . 45, 634 45, .594 40 1,500 Primary schools . 23. 848 17, 898 5. 950 2, 893 Colored-schools . 1,657 1,090 567 595 Total . 114, 112 lOO, 254 13, 858 j 11, 641 “The largest percentage of public-school-attendance, as compared with the popula¬ tion, is in the Tenth ward, where it is 15 per cent., while the smallest is in the Eight¬ eenth ward, where it is only a little over 6 per cent., the average for the whole city being about 9^ per cent. “ Overcrowding in the schools. — Probably the most serious evil connected with the school-system is the overcrowding of the schools. To this fact the attention of the board has been frequently called, and measures have been adopted from time to time to abate the evil; it, however, still exists to an alarming extent and calls for the earnest consideration of the board. “Some more definite rule is required to regulate this matter effectually. Mr. Kiddle suggests that the board fix the capacity of every building, every main room, and every class-room in the city, and prohibit the placing, at any time, of more children in any room than the number thus establishecl by law, and that every principal be required to refuse admission to all pupils when the number assigned for his or her department or school has been reached. If this were carefully and accurately accom¬ plished, keeping in view not merely the number of seats that could be placed in a room, but allowing a sufficient number of cubic feet of air for each child, the accom¬ modations would be greatly reduced. “ The examinations. — During the year the schools have all been minutely examined at least once and many of them twice. Of 1,858 classes thus examined the instruction in 905 was found to have been excellent ; in 781, good; in 158, fair; in 13, indifferent ; and in 1, bad. The general result of the examinations, based upon a careful compila- NE^y YORK. 277 •tioii of the returns of nearly 2,000 classes, shows a slight improvement in reading and spelling, but in other respects an inferiority to the results reported in 1672. This table will exemplify this fact : Yeait Discipline. Reading. Spelling. Writing. Arithmetic. 1870 . Per cent. 89i 69 9-3 m Per cent. 81i 79. V 81i 82 Per can t. 76 79f 82.V 83“ Per cent. 83 83 i 8J-.V 82“ Per cent. 76i 791- m 79 1871 . 1872 . 1873 . . ‘^Difficulties of discipline. — There has been a considerable falling-olT in respect to disci¬ pline in the male-grammar-schools. While last year the number of classes reported as deficient in this resident was only 3 per cent, of the whole examined, this year it is 9 per cent. Still, as a general thing, excellent order is maintained in the schools, though evidently only by means of a great expenditure of time and labor on the part of both principals and class-teachers. The whole number of pupils reported as suspended from the schools for various kinds of misconduct during the past year is 79 ; from male- grammar-schools, 47 ; and from primary departments and schools, 32. The latter in¬ cludes one girl, suspended from one of the primary departments. The following are the reported causes of these suspensions : 22 for disobedience, 40 for disorderly conduct 8 for truancy, 3 for stealing, 4 for indecent conduct, and 2 for striking their teacher. Thirteen of these suspended pupils have been re-admitted on certificates granted by the undersigned.’^ On this point the superintendent says : “ In my last annual report I stated that the by-law in regard to suspensions had not been found adequate to prevent the frequent occurrence of the most heinous ofienses in the schools on the part of vicious boys, such as insulting and outrageous language to teachers, violent and injurious assaults upon their fellow-pupils, the wanton destruc¬ tion of school-property, and gross disobedience and constant disregard of the rules of the school. The careful and thorough investigation of this matter by a committee of the board having resulted not simply in fully proving the accuracy of this statement, but in showing that the evil is of far greater magnitude than was represented in the report, there is no need of any further statement of facts by me. The state of the case must be apj)arent to all ; there is a large class of boys whom our schools do not and cannot restrain, and whom, therefore, they cannot benefit, but must send adrift, to find their way inevitably to the reformatories and prisons, after having committed those injuries to the community which our school-system was designed to i^revent.” Corporal punishment.* — “In my last annual report I recommended that, as ‘moral suasion’ had failed to restrain a large class of the pupils, the right to inflict corporal punishment should be restored to the principals. In the opinion upon which this recommendation was based I have been greatly strengthened by the conclusion at which the investigating committee, before referred to, arrived, and which prompted them to req>ort unanimously in favor of such restoration, as well as by the fact that, after a full discussion in open board, so large a number of its members were also in favor of the restoration. As, however, the report of the committee has not been adopted, the question What shall be done with persistently disobedient and disorderly pupils ! is still an open one. “ Course of instruction. — No changes having been made in, the course of instruction during the year or in any of the regulations x>ertaining to it, it would be well to adopt the plan briefly sketched in my last annual report, that is, prescribing a per¬ fectly uniform course for all schools up to a certain grade of attainment, from wdiich a divergence should occur, so that diflerent schools might teach as specialties difierent departments of study, each adapted to some Sjiecial pursuit. Every year parents are compelled to withdraw their sous from the higher grades of our grammar-schools and send them, at great expense, to schools in which, by careful instruction in a few im¬ portant branches, they may be prepared for business. This would not be the case if certain of the schools were made in their higher grades ‘commercial schools,’ in w^hich the pupils would be insured the best possible training and instruction in every¬ thing required for business-pursuits, and the same is true in regard to other occupa¬ tions. At the present time a preparation for the colleges is all that is attended to, while hundreds never design to enter either of those institutions. * The question of the restoration of corporal punishment, dropped some time ago, has grown out of the ■^vant of efficient discipline, of which the superintendent here complains. The committee on teachers of the board of education presented in the autumn a report giving sixteen reasons in favor of re-investing principals ■with the right to punish with the rod refractory and ungovernable boys. Twenty-five principals examined by the committee were unanimous in the opinion that this right was indispensable to the proper government and general progress of the schools, and 1,200 of the teachers in the city -schools, including 100 principals and vice-principals, united in a petition to the board of education for the restoration of corporal punishment as necessary to restore the schools to the condition of healthful discipline and efficiency which existed before the -abolition of such punishment. 278 REPORT OF THE COMMISSIONER OF EDUCATION. • “The iiiiprovement made in German instruction during the year has not been satis¬ factory. The cause of this is the failure to comply entirely with the provisions of the hy-laws in relation to this matter. The old system of employing special teachers to attend two or three hours each week and give a few scattered lessons to the first and second classes of the school has been continued and stiil exists, in at least sixteen of the grammar-schools, notwithstanding the fact that, when the new system was established, it was especially provided that “ the services of all special teachers of German not em- idoyed under this by-law (the new system) shall be dispensed with.” Had this been carried out, the German instruction in schools would have presented at this time a very different degree of progress than it now exhibits. Moreover, there are but few schools in which the prescribed system of teaching German is fully carried out in other respects. The course of instruction has not been carefully followed ; promotions have been made without regard to the proficiency made in this branch; and, in some cases, too little time has been given to it to enable the teacher to accomplish the desired object. There are at present only twenty schools in which the attempt has been made to intro¬ duce this branch as a part of the regular course of study ; in all the others there is either no instruction in German at all or none that is of any real value. “ The teaching of the French language is couhued to the two higher grades of the gram¬ mar-school and the time devoted to it varies from one to three hours a week. In some of the female-grammar-schools the pupils are required to pursue both the German and French languages, and, of course, no satisfactory progress is made in either. The exam¬ inations have not resulted in showing that any considerable proficiency has been made in French, and I believe that it would be better to make the study of one foreign lan¬ guage obligatory in all the schools, regulate carefully the amount of time that should be given to it, and leave the study of others for the New York College or the Normal College exclusively. Many good reasons may be assigned for selecting the German language in preference to all others for instruction in our common schools ; and, in order to make that instruction thoroughly effective and beneficial, and to avoid the requirement of excessive study from the pupils, the study of French in our schools, perhaps with very few exceptions, should be wholly abandoned.” ‘^Much disparity exists both in the system pursued and the progress made in musical instruction in the grammar- and primary schools. The teaching of musical notation having been for some years 'merely optional, it had become the fixed practice in most of the schools, previous to the issuing of the Teachers’ Manual by the board, to confine the musical exercises to rote-singing. The positive requirement in the Manual of a cer¬ tain amount of attainment in musical reading has had the effect to stimulate the special teachers as well as the principals to efforts to accomplish what has been prescribed ; and the result has been to effect a very considerable reform in this department of in¬ struction. “ There are at present employed in the several schools 2,860 teachers, of whom 374 are males and 2,486 females. The whole number of days lost by the absence of teachers during the past year is 16,653 ; last year it was 18,300. There has thus been an improve¬ ment in this resiiect of 1,647 days. “The evening-schools. — The examinations held in the evening-schools show that, of 247 classes examined, the instruction in 110 was excellent, in 109 good, in 24 fair, in 1 indifferent, and in 3 bad. At the examination of 1871-72 in these schools, of 213 classes examined, 68 were found to be excellent, 120 good, 21 fair, and 4 indifferent. The whole number of pupils enrolled during any part of the term was 12,153 males and 5,574 fe¬ males; the average attendance for the term was 4,970 males and 3,436 females, while the largest average attendance for any single week was 7,846 males and 3,947 females. This is exclusive of the evening high school and the colored-schools. The average attendance in the latter was 130 ; the whole number enrolled, 421 ; and the largest weekly average, 197. “ The schools now in session were opened in October last, and have thus far been well attended. As much more care was taken this year than last in the appointment of the teachers, it is reasonable to expect that the examinations which will be held early in the ensuing year will be attended by better results than those of the previous year.” COKPORATE SCHOOLS OF NEW YORK CITY. The whole number of these schools, contained in orphan-asylums, houses of industry, houses of refuge, &c., and subject to the supervision of the city-board of education, is stated by the superintendent to be 46. The number of teachers employed in them is 183, of whom only 45 have been licensed by city- or State-authority, and it is sug¬ gested that, as the wages of these teachers are paid out of the common-school-fund and the law requires such payment to be made only to qualified teachers, they should all come under the general rule for the examination and licensure of teachers. The pupils on register in this class of schools were found to be 10,240, with an attendance of 8,257 at the time of the superintendent’s visit. He examined in his visitation 170 classes and found that in most of them the instruction appeared to be efdcient. The schools under the care of the Children’s Aid Society are mainly composed of NEW YORK. 279 children whose parents are unable to send them to the public schools for want of means to clothe them; 3,952 pupils are on the rolls here. Those under the care of the American Female Guardian Society are of the same character, but are attended exclusively by girls. The whole number of pupils on reg¬ ister in these schools at the time of the examination was 1,881 and the average for the previous week 1,443. Besides the city-schools proper, the Children’s Aid Society reports, in the fall of 1873, that it has had in the 21 day- and 15 evening-schools under its charge 9,584 children who were taught and partly fed and clothed ; 3,701 of these were sent to good homes, mainly in the West. Total number under charge of the society during the year, 24,788. There have been 5,115 orphans in the lodging-houses and 1,366 were provided with homes. The following are industrial schools of this society which are open to all children who cannot attend the public schools : Cottage Place School, 204 Bleecker street ; East River School, 206 East Fortieth street ; Hudson River School, 350 West Twenty-seventh street ; Avenue B School, 607 East Four¬ teenth street; German School, 272 Second street; Italian School, 44 Franklin street; Lord School, 207 Greenwich street; Park School, Sixty-eighth street, near Broadway; Fifty-second Street School, Fifty-second street near Eleventh avenue; Fifty-third Street School, 340 West Fifty -third street; Water Street School, corner Dover and Water streets ; Avenue C School, corner Fourth street and Avenue C ; Phelps School, 355 East Thirty-fifth street ; Newsboys’ School, 49 Park place ; Girls’ School, 120 West Sixteenth street ; Fourth Ward School, 52 Market street ; Fifth Ward School, 141 Hudson street; Eleventh Ward School, 709 East Eleventh street ; Thirteenth Ward School, 327 Riving- ton street; Fourteenth Ward School, 93 Crosby street ; Sixteenth Ward School, 211 West Eighteenth street. These and other industrial schools receive aid from the city-school-fund in propor¬ tion to the number of children whom they educate. COOPER UNION, NEW YORK. This noble foundation has had, during the year ended May 31, 1873, in its free art-school for women, 198 pupils, of whom 100 received certihcates and 13 were advanced to the Academy of Design. In the free school for women for wood-engraving were 42 puiiils, of whom 27 received certificates and 34 continued to the close of the term. In the free school of telegraphy were 32 pupils, 2 of whom were dismissed, 9 obtained situations, and 21 remained at the conclusion of the term. The free night-school of science admit¬ ted during the term 1,134 pupils, gave certificates to 278, and had remaining at the close 547. The free school of art (for males) had in it a total of 1,591, certificated 289, arid had a remainder of 732 when the term ended. Besides all these, 516 have availed themselves of the privilege of free consultal ion with the professors of industrial chem¬ istry and mechanics, there has been a large attendance on the Saturday-nigh t-lectures on scientific subjects, while during 1872 no less than 397,728 readers partook of the advantages of the library and reading-room. A total of 1,910 is given, of various trades and occupations, as having been the pupils in thn different schools. BUFFALO. [From report of J. N. Lamed, esq., city-superintendent.] School-system. — The chief faults in the organization of the municipal school-system are : (1) That it exposes the schools to political influences more directly and with less protection than any other municipal system of jmblic education that exists in the United States within the knowledge of the superintendent. (2) That it brings too small a number of persons into official contact with the schools, and so does not enlist for them, in an intelligent and responsible way, enough of a representative interest. This difficulty stands in the way of measures of educational advancement and is also believed to be largely the cause of the deficient popular acquaintance with, and pop¬ ular interest in, the public schools. The superintendent says: “Iknowof no other important city in the country in which the government of the schools is not separated from the general organization of municipal government and committed to a board of education ; and I am convinced that the exception which our city exhibits is not in its favor and that experience is against our present system. The schools are very much harmed by the frequency of change which occurs in the direction of them.” The present plan of districting the schools requires the maintenance in each district of a school fully organized and equipped for the entire graded course, from the primary to the highest grammar-class, thus making it necessary to maintain as manj^ grammar- schools as there are primary schools, notwithstanding that onl3^ 17 per cent, of all the pupils in the schools are found in the grammar-grades, while there are 48 per cent, in the primary grades. It is recommended that there be either a consolidation and recon¬ struction of school-districts as they now exist or else that district-divisions be entirely abolished. The latter course is considered preferable. Fewer teachers would be needed and the work of supervision could be better performed by eight or nine male prin- 280 REPORT OF THE COMMISSIONER OF EDUCATION. cipals than it is now performed by twenty-three. The superintendent has taken some steps in the direction of these views during the year, and the results have fully demon¬ strated the advantages to be derived from a reorganization of the schools. School-accommodations. — Two new school-buildings have been opened during the year, and a further increase of school-accommodations is imperatively demanded. The re¬ construction of many of the buildings now occupied is absolutely necessary. There is scarcely a school-house of six years’ standing in which the work of the teachers is not seriously impaired by the inconveniences of the rooms ; and the defective method of heating and entire absence of proper means of ventilation make many of them utterly unfit for use. Com])ulsory education. — The school-statistics give evidence of great irregularity in the attendance at the schools, and also of an enormous, fluctuating mass of children, who attend school at brief intervals only, for a term or for a few weeks. Making allowance for those who attend parochial and private schools and for those who are employed in industrial occupations, there still remain from 15,000 to 20,000 children, whose absence from school cannot be satisfactorily accounted for. Under existing school-regulations, there is no adequate restraint placed even upon the truancy of pupils who are nominally in school. The law should interfere in this matter. Juve¬ nile vagrancy should be totally prohibited and suppressed. Education should be com¬ pulsory and it should be made the duty of the police of the city to take into custody and commit to school all children found in the streets during school-hours whose ab¬ sence cannot be satisfactorily accounted for by circumstances of exemption, which the law should strictly define. Study of German. — A graded system for the study of German has been adopted during the year, with marked success. Monthly and term-examinations are now held in the German classes, as in other classes, and the work of teaching in this department is thus tested, as it has not been heretofore. German is an elective study in all the schools. Music. — During the past year a systematic course of instruction has been adopted, under the supervision of two visiting teachers, assisted by the teachers in the schools. The charts x^reparefl for the Boston public schools have been introduced in some of the schools, and the result proves their excellence. At the close of the term an examina¬ tion in music was held for the first time. Great and unexpected progress was shown in most of the schools. Drawing. — The teaching of drawing in the schools is working out the results antici¬ pated from it as rapidly as can be expected. Every term develops more interest in it among the pupils and a heartier reconciliation to the requirement of it on the part of parents. No pupils are allowed to be excused from the drawing-exercises except such as are suffering from defective eyesight or some form of disease. Graded course of instruction. — A revision of the course of instruction prescribed for the graded schools went into effect on the 1st of September last. The course is still far from perfect, and many experiments of revision, with much experience under each, will be required to produce even a nearly perfect graded system of teaching. Much im¬ provement has, however, been effected in several important particulars by the changes which this last revision introduced. The greatest weakness of the schools is in the primaries, owing, chiefly, to the low standard of qualifications required of primary teachers. It is mainly on behalf of these schools that the request is made for “ some established, regular system of education and preparatory training, defined and instituted by law, to control the admission of candidates into the public educational service.” Evening-schools. — Ten evening-schools were maintained for two terms, nineteen weeks in all, during the year. Two of these schools contained large classes of Germans, tak¬ ing lessons in the English language and pursuing no other study. To make the even¬ ing-school-system complete, there should be established an evening high school or evening industrial school The improvement which the industries of the city would derive from such an institution cannot be overestimated. The colored-school. — An amendment to the city-charter, adopted last April, opened all the public schools to children of color ; but very few, comparatively, have taken ad¬ vantage of this justly-conceded right. The colored-school is so well conducted and rendered so satisfactory and attractive to them that the majority of colored pupils pre¬ fer to remain in it. In December the colored-school registered 49 pupils, against 30 eolored pupils in all the other schools of the city. The central school. — The central school, which crowns the xmblic-school-organization of the city, has maintained throughout the year its high reputation as an academic in¬ stitution. Two courses of study are sustained, the English and scientific and the clas¬ sic. The questions used in the examination of applicants for admission are supplied by the regents of the university. Of the 171 who passed last year 35 attained fully to the stand.ard exacted by the regents, which is called passing full regents.” The pre¬ vious year only 13 full regents ” were passed. The increased number shows improved work performed in the graded schools. The average daily attendance in this school is 95 per cent. NEW YORK. 281 SYRACUSE. [From report of Edward Smith, esq., city-superintendent.] Attendance. — About 70 per cent, of the school-population between the ages of G and 16 are in attendance at the public schools. Those attending private schools on the same basis number about 10 per cent., leaving only 20 per cent, of youth between the ages of 6 and 16 not in attendance on any school. During the past year a gain has been made of 26 per cent, in diminishing the ab¬ sences and 33 per cent, in diminishing the tardinesses. But notwithstanding this improvement, there were lost by absence 40,877 whole days and 28,653 half days. Taking into consideration the fact that the total enrollment is only 8,014 and the average number belonging 5,931, these numbers are very large. More stringent rules are needed to more effectually check the habit of absence and tardiness. “ If any part of a pupil’s education is more important than another, it is the education to prompt and punctual attention to his duties and engagements, and this should be a part of education in the public schools.” Drawing.— Brassing has been taught in the public schools for a long term of years, but, owing to a lack of system and a want of proper education on th'e part of teachers, it was not, for a long time, attended with any very satisfactory results. During the past year a change has been made in the method of teaching ; the teachers have re¬ ceived regular instruction ; and the examination at the close of the term — the first examination ever held in drawing in the city — was very creditable to pupils and teach¬ ers. ATasic.— The introduction of music as a regular branch of study was accomplished about a year ago, and it may now be considered as permanently established. The prog¬ ress during this period has been far greater than could have been expected. Expe¬ rience proves that, “ as music is perfected and used in the daily routine of school- duties, just in that proportion are the deportment and general appearance of the schools imj^roved ; and, where it is relied upon as an instrumentality for these results, it has never failed.” The evening-school. — The evening-school was continued for fifteen weeks. The regis¬ tered number was 220, with an average attendance of 70. The application, recitations, and discipline were all better than last year. The irregularity of attendance greatly interferes with the successful working of the school: nevertheless it is doing a vast amount of good for a large class of pupils. ROCHESTER. [From report of S. A. Ellis, esq., city-superintendent.] School-houses. — The character of the school-buildings has not kept pace with the gen¬ eral improvement of the city. A rigid economy has always been observed in the con¬ struction of these buildings, and to such an extent as to preclude the i)ossibility of securing good ventilation, light, and air, the best means of heating school-rooms, and a resxiectable style of architecture. Several of the school- buildings are in a very dilajii- dated and unhealthy condition and demand immediate attention. The success of the schools is greatly hindered by the want of sufiicient and suitable accommodations ; but the funds at the disposal of the board are too small to keej;) up with the increasing demand for more room. In one district over 100 scholars are occupying an unfurnished store. Condition of schools. — The schools were never in better condition than now. In almost every respect the past year has been the best in their history. Strenuous efforts have been made to reduce the amount of absence and tardiness and the statistics of attend¬ ance are more satisfactory than for any x)revious year. Corporal j)unisM'ient. — Corporal punishment is permitted, but there is a growing pub¬ lic opinion against it and among teachers an increasing unwillingness to resort to it. It is thought best that it should die a natural death. It is not believed j)ossible, as yet, without substituting a worse expedient in its jilace, to do away with it entirely and secure the necessary obedience and order. Suspension has proved ineffectual. German. — The study of German has been introduced into three schools during the year. No little misgiving was felt as to the success of this experiment, but the results of the examination, at the close of the year, were in the highest degree gratifying and satisfactory. The continuance of the German classes is recommended. Evening-schools. — For several years the board of education has refused to organize evening-schools on account of the disorder which prevailed in them in former years and by reason of which they were abolished. Last winter two schools were organized and remained in successful operation three months. The pupils were orderly and quiet, earnest and studious, and the progress made was very satisfactory. There were nearly six hundred in attendance upon the two schools. This experiment may be regarded as a success in all respects. 282 KEPORT OF THE COMMISSIONER OF EDUCATION. AUBURN. [From report of B. B. Snow, esq., city-superintendent.] Attendance. — The average attendance for the year is 1,705, some two hundred more than last year, and the most marked improvement which the statistics show is in regularity and punctuality in attendance. The number of days’ absence for the year is 40,770, against 46,194 for the year previous. The’ number of cases of tardiness for the year is 8,072; the year previous, 13,016. The time lost by tardiness — nearly four hundred school-days last year — has been lessened about one-half. The importance of punctu¬ ality, as a feature of school-discipline, cannot be overestimated. “ There may be a necessity for an occasional absence, but for tardiness there can be no excuse. It is the unpardonable sin.” There are in the schools confirmed truants, whom no discipline on the part of teachers or parents succeeds in reforming. A truant-school would be the means of saving many of these from the penitentiary and the prison. It has become a question whether it fs not the moral duty of the board to establish such a school. The evening-school. — The school opened with an attendance of 63, which was increased to 89, the highest number, the following week, from which date the number gradually decreased to 27. The total number registered was 146 ; number of sessions, 27. In consideration of the small attendance and the slight interest manifested, the committee recommends the discontinuance of the school. The superintendent admits that there has been great cause for discouragement, but, nevertheless, believes that more good ha? resulted from the school than may at first appear. The improvement of those who continued throughout the session was very marked. REPORT OF REGENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK. The institutions subject to the visitation of the regents, and which are required to make annual reports in relation to their property and system of instruction and disci¬ pline, are (1) literary colleges, (2) medical colleges, and (3) academies. That portion which relates to academies may be found under the head of secondary instruction in the present abstract, that which relates to literary colleges under the head of superior instruction, and that w’hich relates to medical colleges under the head of professional instruction. SECONDARY INSTRUCTION. The institutions for secondary instruction, from which information has been received by the Bureau of Education, are 250 high schools, academies, seminaries, and insti¬ tutes, of which 31 are exclusively for boys, 39 for girls, and 180 for both boys and girls, a majority of the latter being public free high schools and academies. The 31 schools for boys, with 195 instructors — 172 gentlemen and 23 ladies — report an attendance of 3,010 puifils, of whom 680 were in classic studies, 385 were preparing for college, including one for Annapolis. Drawing is studied in 23 and music in 21 of these schools. Eighteen have libraries, the smallest of which numbers 100 volumes, the largest 3,000. The 39 girls’ schools report 253 instructors— 8 gentlemen and 165 ladies — and 3,748 pupils, of whom 249 are engaged in classic studies and 1,384 in the modern lan¬ guages. Twenty-one only are specifically reported as preparing for college. In all but 6 of these schools drawing is taught and in all but 7 music; 23 have libraries, rang¬ ing in extent from 100 volumes to 6,000. The schools for the joint education of both sexes, numbering 180, with 1,133 in¬ structors — 380 gentlemen and 753 ladies— have an aggregate attendance of 39, 632 pupils — 19,356 boys and 20,276 girls— of whom 3,867 are engaged in classic studies and 4,795 in the modern languages ; 1,125 are preparing for college and 349 for the scientific course. Drawing is taught in 129 and music in 139 of these schools. A large propor¬ tion of them possess libraries, the number of volumes ranging from two to 5,000. The grand total attendance of pupils in these three classes of institutions for second¬ ary instruction is 46,360— 22,366 boys and 24,024 girls— 4,796 studying the classic and 6,797 the modern languages, of whom 1,531 are preparing for college and 349 for the scientific course. PREPARATORY SCHOOLS. Engaged especially in the work of preparing for the university, the college, or scien¬ tific school are 14 academies, seminaries, and institutes, reporting an aggregate of 1,338 pupils in classic and 814 in scientific studies; 930 are in advanced classes, 147 are in the senior, 257 in the junior, 395 in the middle, and 235 in the fourth class. In six of these schools are libraries, ranging in size from 6 volumes to 3,000. Six have chemic laboratories, 3 have cabinets of natural history, 9 have philosophic cabinets and apparatus, and 5 have gymnasia. NEW YORK. 283 regents’ report. Respecting the class of institutions making the above returns, the regents say : “ The whole nnmber of academies and academic departments of union-schools subject to the visitation of the regents and in operation at the date of the report is 218. These report a total of 31,421 scholars during the year, of whom G,123 (males, 2,729 ; females, 3,394) are claimed to have pursued classic or higher English studies, Or both, for four mouths or more of said year. The number of jmpils instructed, free of charge, in the theory and practice of teaching is 1,594. During the year 2,455 pupils have passed the preliminary academic examination ; the whole number who have passed during the last six years is 20,940. There are employed in all the academies 1,183 teachers, of whom 462 are male and 721 female. The academy, lots, and buildings are valued at $3,912,081, the libraries at $162,564, the apparatus at $130,490, other property at $686,897 ; total value of academic property, $4,892,0.32. The total annual revenue is $1,048,639; total expenditure, $1,059,394 ; amount of debts of academies, $389,838. Amount of apportionment from the literature-fund in January, 1873, $40,000 ; rate of apportionment, $6.91. Amount raised by academies during the year for the purchase of books and apparatus, $3,000 ; amount apportioned by the regents for the same purpose, $3,000. Number of volumes in academy-libraries, 147,490. “ The reduction from year to year in the number of scholars claimed as classic is mainly due to the operation of preliminary academic examinations instituted by the regents. Of the whole number (6,123) claimed as classic scholars during the last year, 340 were rejected by the regents. “The whole attendance on the academies, as shown by the reports, has varied but little from that of the preceding year. The number of academic scholars on whom the distribution of the literature-fund is made shows a continued diminution, being 876 less than the number of 1870. This reduced number is believed to be principally due to the more critical examination of the answers to the questions now made in the office of the regents. While it cannot be regarded as creditable to the elementary schools, it is believed that the examinations are exerting an influence in stimulating instruction in preliminary studies, which will soon appear in the increased number of scholars who pass them. This is being realized in the academies and union-schools in cities and large villages, whose scholars are comparatively permanent and many of whom pursue a systematic course of study. In the academies proper scholars are less permanent and frequently leave before they have an opportunity of perfecting them¬ selves in the preliminary studies. Many pursue higher studies before elementary ones are completed and do not consent to subject themselves to the examination. A remedy for this condition of things lies in improving the instruction in the common schools. When those in the rural districts carry their scholars through the subjects of study which are appropriated to them and in which those under the age of 12 years should be perfected, the academies will be able to limit their work to instruction in the higher studies. “ Instruction in the theory and practice of common-school-teaching is given, free of charge, in ninety academies appointed for the purpose by the regents. The number of scholars in any academy for whom such instruction is provided is limited by statute to 20 each year and the sum allowed by the State for such instruction is fixed at $10 for each full-term-scholar, no allowance being made for those who attend during a period less than thirteen weeks. “ The regents renew the expression of their high estimate of the academies in the system of education of the State and earnestly recommend more liberal appropri¬ ations for their support. The sum distributed to academies has remained as it was fixed in 1838. Since that time the number of academies has doubled and the scholars in them have increased threefold. The fixed capital invested in lots, build¬ ings, libraries, and apparatus has increased from $830,187 to $3,674,275. A large por¬ tion of this has been raised by voluntary private contributions. This State has always encouraged such contributions. A continuance of this liberal and enlightened policy demands a large increase of the fund annually distributed among the academies.” FREE academy, ROCHESTER. A high standard of scholarship has been uniformly maintained in .this institution. It has been, and is to-day, a place for hard intellectual work. For three or four years past an effort has been made to elevate the standard for the entrance-examination and last year the per cent, required was nearly equal to that fixed by the regents of the university. Out of 176 candidates, 79 passed as “full regents.” it is believed that a higher standard of admission will tend to increase the number of graduates. Many, finding themselves unequal to the work, drop out in the second or third year. With more thorough prex)aration the work would be easier and pupils would remain to complete the course. Three university-scholarships have been given to the academy, but com¬ paratively little interest in the matter has been manifested by the pupils. For several years only two of the three have been taken. A new building is being erected for the academy, to cost $75,000. 284 REPORT OF THE COMMISSIONER OF EDUCATION. HIGH SCHOOL, AUBURX. Tlie standard for admission is equivalent to that required by the regents of the uni¬ versity for academic scholars. The classic course covers the whole range of studies necessary to a preparatory course for college. A preparatory department was estab¬ lished last year. The large increase of pupils makes an addition to the high-school¬ building necessary. SPECIAL APPROPRIATION FOR ACADEMIES. The annual appropriation-act for 1872 authorizes the raising, “for the benefit of the academies and academical departments of union-schools, the sum of $125,000, or so much thereof as may be derived from a tax of one-sixteenth of one mill upon each dollar of the taxable property of the State.” Conceding the full value and importance that may be justly claimed for academic instruction, it is respectfully submitted that the taxation authorized by the above passage is liable to serious objections. These institutions have been aided by the State, by dividing among them the income of the literature-fund since 1813 and part of the income of the United States deposit- fund since 1838, which sums have, for several years past, amounted to $61,000; and the allowance, rated per capita, has increased from $2.68, in 1862, to $10.08 in 1872, for each academic scholar at the 190 academies which x^aHicipated in the axiportionment last year ; while the xniblic-school-moneys annually distributed by the State for all pur¬ poses amount to but $2.84 per capita for all wUo attend the x^ahlic schools and but Si. 94 for each child of school-age. The balance needed for the full supx)ort of the schools is raised by local taxation. Of the 190 academies particiiiating in the distribution, 81 are, by original organiza¬ tion or subsequent adoi^tion, xjublic schools, suxiported mainly by local taxation. The 109 others are xJrivate academies, outside of the x>Rhlic-school-system, and charge tuition. It has never heretofore been the x^olicy of the State to maintain or in any degree to assist these academies by a general tax. Now it is xiroposed to levy, in addition to the general and local taxes now raised for public schools, a third tax, amounting to $125,000, for academic instruction, thereby swelling the amount for each academic pupil to $30.74, as against $2.84 for each common-school-pupil ; and the proposed increase is exacted from tax-xiayers all over the State, who, excexit in the few districts where the academies are located, cannot use them without sending their children from home, nor then without x>aying tuition after having xiaid three distinct school-taxes. It is contended that there is neither reason nor justice in providing for academic instruc¬ tion more liberally than for common-school-education, nor in making such a discrimi¬ nation in favor of higher education against those who cannot avail themselves of its advantages. There are, moreover, special objections to giving any moneys raised by tax to those academies which are not public, but which belong to stockholders or companies or religious denominations, who manage them for xwofit and will receive for themselves this approxu’iation, if made, as they do the tuition which they charge. It is well known that a number of these institutions are of strict sectarian character, and for that reason alone are not entitled to supxiort by general taxation. A general tax for academic instruction, if proper in any case, which is questionable, should be axiplied only to such instruction in xiublic academies. The circumstance that teachers’ classes are maintained in some of the academies is no argument in favor of the ax>x^i'opriation in question, for it is not made in consideration of such classes, but is to be divided according to the number of academic pupils. The axiproxiriation of $18,000, which they now receive for teachers’ classes, is not all used. Now that the State has developed a public-school-system ample for the educational wants of the peoxAe, that embraces eight normal schools to train teachers for the com¬ mon schools and that authorizes the establishment of academies in districts where they are needed and the x^eoxde are willing to suxiport them, there can be no justification for additional taxation for the purpose of giving to private schools more than they now receive and vastly more in x^roxiortion than the common schools receive. THE NEW NORMAL COLLEGE, NEW YORK CITY. The difficulties under which the normal college of the city has been struggling from want of xu’oiier and sufficient accommodations for its work were removed on Wednesday, October 29, by the dedication to its uses of an elegant new building. This structure, fitted with every convenience, occupies the whole block situated between Lexington avenue and Fourth avenue and Sixty-eighth and Sixty-ninth streets, is 400 feet in length by 200 in depth, and will accommodate from 1,500 to 1,600 pupils. A means of supx^^y for the 160 to 180 vacancies occurring annually in the coiqis of city-teachers, as well as a means offurnishing teachers for new schools, is thus provided, and New York takes her xdace by the side of Boston, the two having now the noblest normal- school-buildiugs on the continent, one costing $300,000, the other $350,000. The dedi- KEW YORK. 285 cation-services were held in the handsome new chapel of the college. Addresses were delivered hy the jnesident of the hoard of education, the mayor of the city, the superin¬ tendent of city-schools, the lady president of the alnmnje, the president of the college, and Hon. William E. Curtis all agreeing that this admirable structure heralded higher education for women, and thus better teachers, better schools, and a better world. STATE NORMAL SCHOOL AT ALBANY. This is the oldest of the State normal schools. Although seven others have lately been established, there has been a steady increase from year to year in the number of its students and of its graduates. During the year ended September 30, 1872, the aggregate attendance was 515 and the average daily attendance 275; average age of pupils, 19 years. Within the two terms ended July 2, 1872, 222 normal students were admitted. The average time they had previously spent in teaching was a little more than one and a half terms. The number of graduates during the year was 82, aud, with scarcely an exceptiou, they have entered on the work of teaching. The whole number of graduates since the school was opened in 1844 is 1,918, of whom 722 are gentlemen aud 1,196 ladies. The model and primary departments, maintained for the practice of normal students, are supported by the tuition of pupils attending them. The number of pupils is limited, but because of the acknowledged excellence of these schools patrons are willing to pay liberally for tuition. The income from these departments during the year was $5,014.25 j cost of their maintenance, $4,000 ; leaving a balance of $1,014.25 applicable to the gen¬ eral purposes of the school. STATE NORMAL SCHOOL AT OSWEGO. During the nine years this school has been in operation 483 students have gradu¬ ated, and many more, who had not fully completed the regular courses of stud^y, are engaged in teaching. The number of graduates last year was 66. Of these 36 com¬ pleted the elementary English course, 22 the advanced English course, and 8 the clas¬ sic course. The whole attendance of normal students was 429 ; average daily attend¬ ance, 212 ; average age of pupils, 21 years. The school is furnished with a library and apparatus valued at $9,000, and consider¬ able additions have been made to the collections in natural history by means of a sys¬ tem of exchanges recently adopted. A primary and a junior-department of the public schools are maintained in the normal-school-building for the convenient practice of normal students. The recommendations contained in last year’s report, in regard to a Kindergarten- department and enlarged accommodations for the school are repeated. STATE NORMAL SCHOOL AT BROCKPORT. The whole attendance of normal students for the year was 329 ; average attendance, 214 ; avenge age of pupils, a little over 19 years. The number of graduates was 18, making 65 since the establishment of the school. Besides these nearly 700 of the under¬ graduates have engaged as teachers in the schools of the State. Additions have been made to the library and apparatus, at a cost of $882.48, making the total value nearly $11,000. The improvements made to the buildings and grounds during the last two years are valued at over $10,000. In the academic department the income from tuition was $3,237.59 and the amount paid for instruction $1,045, leaving a balance of over $2,000 for the general expenses of the school. The training-department consists of a primary, an intermediate, and an academic department, which represent all the various grades of instruction required in district, union, and high schools. STATE NOR^MAL SCHOOL AT PREDONIA. The number of normal students in this school has annually increased. The nuinber enrolled last year was 305; average attendance, 176 ; average age of pupils, a little less than 19 years. During the year 10 completed the prescribed courses of study and received their diplomas, making 86 graduates since the opening of the_ school. The receipts for tuition in the academic and practicing-departments were $8.57.50. More practicing-rooms are needed; also cases for the library- and apparatus-rooms. An appropriation for these purposes is requested. STATE NORMiVL SCHOOL AT CORTLAND. The number of normal students connected with the school the last year w'as 370 ; number of graduates, 34 ; average age of students, 19. The educational work accomplished by the school during the three and a half years of its existence sums up as follows : a total enrollment of 605 normal students, of whom 74 have graduated, many of them now occupying prominent x^htces in teaching; two 286 REPOrvT OF THE COMMISSIONER OF EDUCATION. more classes near their graduation, and over 300 nudergradnates who have done a vast amount of teaching in the common schools of the State. The reference-library is large and many valuable contributions have been made to the department of natural history. STATE XOnWAL SCHOOL AT POTSDAJiI. Three hundred and sixty-three normal students were registered during the last year. The average of their ages was over 19 years. The number of graduates was 15. The receipts for tuition in the academic dex^artment amounted to $2,139.60. A temporary training-class, for the special benefit of persons intending to teach the present season, was organized at the commencement of the fall-term and maintained for a x)eriod of 10 weeks, with an aTtendance of 55 teachers. The plan was also adopted in five other of the State normal schools, aud the results have already justified the ex- X)eriment and give encouragement that it may be made a means of much practical benefit. STATE NOnWAL SCHOOL AJ BUFFALO. The second annual report of this school gives the number of normal x)ux)ils for the year as 185 ; average attendance, 149 ; average age of pupils, over 18. A special class, to continue during five or six weeks, will be held at the commence¬ ment of the spring-term, for the benefit of those who design to teach in the summer- schools. The board has authorized the forming of a x>rex)aratory class, which should embrace promising x^upils vrho wmuld be 16 (the age of admission) before the begin¬ ning of the next school-year, and those students from abroad who have properly-in¬ dorsed recommendations, but who might fall somewhat below the required standard at the preliminary examination. The board hopes, and has planned, to make this one of the State normal schools a normal college, with a course of study extending three or four years beyond the normal course and a grade of scholarshij) at least equal to that for which academic degrees are usually granted. Circumstances have not favored this plan, as was expected, but it is still considered feasible, and the hox)e of accom^filshiug it is by no means abandoned. state nobmal school at gexeseo. This school has been in operation but little more than a year, but is reported in a very xorosperous condition. The attendance of normal students, which was 71 at the opening, amounted to 191 during the year ended September 30, 1872, with an average attendance of 97. The average age of i)ux)ils was 19. Ten were sufficiently ad¬ vanced to graduate the first year, and all of them, besides others who attended for a special term, are now engaged in teaching in schools of the State. The library of text-books and the chemic and philosophic apparatus are adequate to the wants ot the school. During the year additions were made at a cost of $598.96, and the total value is now about $6,000. tExVChebs’ institutes. Fifty-four county-institutes were held during the year in as many different counties of the State, besides one for ludian-school-teachers on the Allegany and Cattaraugus reservation. The aggregate attendance of teachers was 8,683, of whom 2,840 were males and 5,838 females. The average attendance for each county was 161. The at¬ tendance, though less than in 1871, was 71.4 per cent, of the wffiole number of teachers employed for the full legal term in the counties in which institutes were held. The average length of time that those in attendance had taught was 5.3 terms, or a little more than 2^ years. Assuming this to be a fair measure of the experience of the entire number of teachers in the iiublic schools of the rural districts of the State, more than 5,000 of the 13,256 emiiloyed for the full legal term aud more than 9,000 of the 23,459 employed during some portion of the year were teachers of no previous expe¬ rience. Though there has been an increase in salaries, a demand for better qualifica¬ tions, and a tendency to greater regularity of service, yet these frequent changes con¬ tinue to occur, causing large accessions of those who have had no special training for their work. Institutes held for the short term of two weeks are not exjiected. to supply such thorough instruction and discipline as it is the design of the normal schools to impart, but they render important service in giving general information relating to improved methods of management and teaching, and convey to the great mass of teachers needed advice and encouragement. The aggregate cost of maintaining these institutes was $15,724.48, or $1.81 for each teacher in attendance. teachebs’ classes in academies. The number of academies in which teachers’ classes were maintained during the year 1871-72 was 30 ; number of pupils, 1,589, of whom 590 were males and 999 females. NEW YOKK. 287 Academies for the instruction of these classes are annually designated hy the board of regents, in accordance with the statute, which also provides that the sum of $10 shall be paid for each pupil, not exceeding 20 to each academy, instructed “ under a course prescribed by the regents of the university, during at least one-third of the academic year, in the science of common-school-teaching.” One hundred and sev'enteen acade¬ mies for this purpose appear in the list for 1872-’73. STATE-CERTIFICATES. Under existing provisions of law the superintendent is authorized, upon the recom¬ mendation of school-commissioners or other satisfactory evidence, to issue State-cer- tilicates, which license the bolders thereof to teach in any common school in the State. It is desirable that authority to grant licenses of this character should exist under proper restrictions, but the superintendent expresses the opinion that the law should be so amended as to render the exercise of the power safer and more just to the jiro- fession at large. There are many successful teachers who are entitled to a permanent footing in their profession, as an inducement to continue therein and as a recognition of their abilities. The present plan of granting State-certilicates only upon recommendation, besides be¬ ing liable to abuse, operates unfairly, even when conscientiously administered. The way to promotion should be open to all teachers alike ; the standard of qualification should be accessible to all and the advantage and distinction of receiving a State-cer¬ tificate should depend upon success in teaching. The legislature will be asked to change the law on this subject, so that State-certifi¬ cates may be granted only upon the examination of applicants. THE STATE NORMAL SCHOOLS. The state has eight normal and training-schools in full and successful operation. The first one was established, as an experiment, in 1844. For nineteen years it was the only institution of the kind in the State, and was surrounded by a multitude of acade¬ mies professing to do similar work in training teachers for the common schools. A trial of the two plans through that x^eriod and a comparison of results led to the con¬ clusion that normal and training-schools, oi’ganized and conducted with sx^ecial refer¬ ence to the object in view, were the x^roxier institutions to educate teachers for the public schools. Accordingly, provision was made for a second normal school at Oswego, in 1863, and in 1866 a law was passed authorizing certain officers of the State to act as a commission to locate six others. “ When the new normal schools were opened to the x>nblic, a feeling of hostility was manifested on the x^art of many x^ersons interested in the private academies, which developed itself in the legislature of 1872 by an unsuccessful attempt to defeat the usual axipropriations. There was no real xtrovocation for this assault except the success of the normal schools, whose excellence and popularity were such as to diminish the attendance at the academies. This controversy results from the bad x^olicy of the State, that not only tolerates, but partially supx)orts, two conflicting systems of education. One of them is the free-school-system ; the other consists of private academies and sem¬ inaries, owned and managed by individuals, corxioratious, or religious denominations. These, while kept outside of the free-school-system, ask x^ecuniary aid from the State, to enable them to compete with the public schools. If all schools which the State to any extent supports were associated in one homogeneous system and the axipropria- tious of the State were confined to that system, as heretofore recommended by this de- X)artment and as repeatedly urged by the State Teachers’ Association, there would be no ground for conflict. “ Instead of considering pretexts for abandoning the normal schools, their condition should be studied for the purpose of irnxu'oving them. It may bo that the course of in¬ struction ordinarily pursued could be made simpler and shorter without diminishing their usefulness and the expense to the students and to the State be thereby reduced. As an experiment of this kind, special training-classes have been established in several of the schools during the last year, for the accommodation of those who cannot attend or who do not need the full regular course. Perhaps other changes in their organiza¬ tion or management might be made to advantage.” The ordinary annual exxiense of maintaining all the normal schools is about $150,000, payable out of the free-school-fund. Much less than one-third of this aggregate amount is raised by a general tax and more than two-thirds of it by local taxation, voted vol¬ untarily by the inhabitants in the .several school-districts. “ Whether it is advisable to exxiend the sum mentioned to educate competent teachers or to expend the whole great amount to pay x^oor teachers is not debatable with those who believe that the imxu’ovement of the common schools is the first duty to the tax-payers wlio support them and who use no others.” The eight State normal schools are commended to lib¬ eral and unfaltering sux^xiort. 288 EEPORT OF THE CO:.nnSSIOXER OF EDUCATION. SUPEEIOK INSTRUCTION. Of iustitutious subject to the visitation of the regents of the university, and required to make to them each year a report of their condition and system of instruction, the regents say : ‘‘ The number of literary colleges reporting, as stated in the eighty-fifth annual report,, is 22. Of these, Genesee College is not in operation ; and from the Rensselaer Poly¬ technic Institute and two departments of the University of the City of New York, the school of civil engineering and architecture and the school of analytic and practical chemistiy, no reports have been received. ‘‘The reports from the remaining institutions — 19 colleges and universities entire and three departments of the University of the City of New York— sum up as i'ollows: number of emeritus and honorary professors, 4; presidents and professors, 246; tutors or teachers, 102; students, (not including medical,) 3,013; value of college-buildings and grounds, $3,94‘2,309.28; value of other college-property, $9,‘297, 908.62 ; yearly rev¬ enue, .^989,177.01 ; yearly expenditure, $936,136.96; amount of debts, ,$435,103.02. “The reports of the colleges indicate their continued prosperity and show an in¬ crease in the number of students, as compared with* any' former year. During the last five years the whole number of students in the literary and medical colleges has in¬ creased from 3,276 to 4,375. “It is remarked that the apprehensions entertained some years since by friends of the then existing colleges, in view of the proposed establishment and liberal endow¬ ment of Cornell University, have not thus far been realized. Although the latter institu¬ tion has, within less than a decade, attained a growth and achieved a degree of success unprecedented in the history of literary institutions, it has seemed to derive its pat¬ ronage mainly from new sources, without encroaching upon the fields occupied by other colleges. Young men engaged in the mechanic and other manual arts and many w^ho aspire to professional pursuits, but who are unable or unwilling to enter upon the ordinary college-course, have been stimulated to enter upon regular or oxitional courses in the Cornell University, and the result has been, not the diversion of students from other institutions, but a very large increase in the aggregate number of college-stu¬ dents within the State. “Some of the friends of classic learning were also fearful that the influence of a thriving university, whose aim was so eminently practical, wmuld be seriously adverse to true liberal culture. The regents take great j^leasure, in this connection, in record¬ ing the well-attested fact that the experience of Cornell University has demonstrated the utility of classic studies as a xirexiaration and as the best x^i’eparation, for the pursuit of the natural sciences.” SPECIALTIES RESPECTING COLLEGES. The Brooklyn Collegiate Instititute, mentioned secondly in the following table, is rather a prexiaratory institution than a full college, its classic studies embracing only the studies required for admission to the freshman-class in our most advanced colleges, though in mathematics, natural sciences, modern languages, &c., its course is quite extended. 'I'he College of the City of New York is a development from the old New York City Academy and crowns the school-system of the commercial metropolis, atfording, to those who wish to go beyond the schools, an opportunity for free collegiate education. Thirteen professors and numerous tutors attend here upon the 592 students of the introductory department and the 333 of the collegiate. Columbia College, still in the upxier xiortiou of New York, ha's opened its lecture-rooms to ladies, and, having tasted in these the advantages of college-culture, the ladies have lately been petitioning for admission to all the privileges of the institution . They find a vantage-ground in the fact that the college-charter, on examination, shows it to be not exclusively for males. Cornell has a course in literature as well as in arts, for comxfletiug which the degi’ee of barchelor of literature awaits the candidate. It has also made arrangements for giving special instruction in journalism to those who wish to make this a profession. Instruction in this will Embrace the art of printing, journalism x)roper, xflmnography, and telegraphy. The Sage College for Women, designed to accommodate about 100 i)uxiils, is in x^i^ogress, and will be completed in the spring of 1874. Gifts amounting to $155,000 in cash have been received during the year. Hamilton has received in the year endecl November 1, 1873, about $88,000 in legacies and gifts: a part for general purposes, another x^art for renovating a college-building, and a third for the department of natural history. Hobart has had ,$800.72 in the same time, towards library, endowment, and repairs. Ingham reports a “ splendid” art-gallery, with music, drawing, painting, French, and German in its course. Manhattan, New York City, has received from the Rev. John Breen an addition of 3,000 volumes to its library. NEW YORK. . 289 St. Bonaventnre, Allegany, has had in progress a new building, to be completed in the winter of 1873-74 and to accommodate 150 students. The St. Lawrence University, Canton, presents two female names in its list of in¬ structors, one professor of Freuch, the other tutor in German. It has had from Mr. John Craig, of Rochester, a gift of $25,000 towards its endowment. St. Stephen's, Armandale, has had about $10,000 bestowed on it in gifts and legacies during the year past, besides about $13,000 for the support of students. The University of Rochester reports $137,772.98 received from Hiram Sibley, William Kelly, R. A. Wright, James B. Hoyt, Charles Pratt, John B. Trevor, and James B. Colegate, for a library-building and endowment-funds. Union reports $10,000 from James Brown, esq.. New York, and the same amount from Hou. R. M. Blatchford, LL.D., for increase of its library. Subsequently to this report $100,000 more is said to have been received from an anonymous donor for the uses of the university, together with $60,000 from its alumni, making $180,000 in all. It has also incorporated with it, under a new university-charter from the legislature, the Albany medical and law-schools and the Dudley Observatory, at Albany. Syracuse University, inaugurated September 18, 1873; its college of the fine arts de¬ signed to include ultimately instruction iu the formative arts of architecture, sculp¬ ture, painting, &c., and iu the sounding arts of music, poetry, and oratory. For the present, courses of instruction in architecture and painting only have been instituted. Statistical summary of universities and colleges. Names of universities and colleges. Corps of instruction. K 2 p o a a; & o a w No. of students. Corporate property, &c. Number of volumes in library. Preparatory. 1 Collegiate. j Amount of property of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of produc- • tive funds. j Income from pro¬ ductive funds. Receipts for last year from all other sources. Alfred University . 1 16 6 165 $70, 000 $70, 000 $60, 000 14, 000 $4, 500 .3, 300 Brooklyn College and Polytechnic Institute. 10 0 41 153, 840 0 0 0 5, 844 3, 000 Canisuis College . 14 7 107 3,498 College of City of New Y ork . 33 0 592 333 $200, 000 275, 500 *162, 953 22, 000 College of St. Francis Xavier . 30 0 349 80 400, 000 0 0 0 36, 034 16, 000 Columbia College . 8 1 127 3, 785, 470 400, 000 0 3, 785, 470 206, 677 0 16, 420 Cornell University . 46 0 451 3, 600, 000 693, 000 2, 752, 499 1, 102, 500 80, 035 25, 000 37, 000 Elmira Female College. 11 98' 56 270, 000 180, 000 80, 000 5, 600 30, 000 1 4, 000 Hamilton College . 12 "s' 142 614, 000 350, OCO 264, 000 18, 000 1 16, 000 Hobart College . 7 4 34 281, 173 39, 385 222, 888 206, 126 16,914 1,854' 12, 000 Ingham University _ 15 '75’ 94 120, 000 120, 000 0 0 24,2371 2, 000 Madison University.... 14 "4 . . . . 100 415, 000 115, 009 300, 000 300, 000 19, 000 5, 8821 8, 750 Manhattan College . 10 0 80 345, 300 0 0 0 62, 343! 9, 600 Rutgers Female College, 3 29 27 2, ICO St. Bonaventure College 9 40 80 . 1 . OCO St. Francis College _ 14 ’*6’ 215 100, 000 1 00, 000 0 0 0 33, 796 1.3, 970 St. John’s College . 6 120 100, 000 150, 000 10, 000| 150 St. Joseph’s College _ 12 150* 295 60, 000 3, 000 St. Lawrence University 6 .... 39 61,259 38, 650 51,904 51, 904 1,779 1,531 891 St. Stephen’s College .. 6 0 26 51 140, 000 0 0 0 23, (UO: 2, 000 Syracuse University... 9 0 118 616, 187 300, 000 316, 187 200, 000 14, 000 • 2, 505' 5, 000 Union College . 14 9 135 1, 000, 000 150, 000 600, 000 300, 000 21,000 11, GOO 18, COO University of City of 1 New York. . 13 13 . . . . 78 575, 850 383, 000 192, 850 192, 850 38, 000 1,664 .3, 124 University of Rochester. 9 3 160 559, 682 256, 857 477, 671 121,529 9, 554 8, 356 12, 000 Vassar College . 38 ioe’ 238 875, 577| 594, 576 281,000 19, 670 169,-590 8, 6-24 Well’s College. . . 8 10 53 196, 995 22, 988! 1 877 i * $150,000 per annum is appropriated by the county. t Partially. COLLEGES FOR WOMEN. Thirteen institutions for the higher education of young ladies report an aggregat e attendance of 2,132 pupils, of whom 445 are reported in preparatory departments, the remainder iu collegiate and academic studies. In the four reporting a collegiate classi¬ fication there were in the freshman-year 38 ; sophomore, 32; junior, 32 ; and senior, 19 ; 24 were pursuing partial courses and 4 post-graduate-studies. There were 190 pro¬ fessors and instructors, 43 gentlemen and 147 ladies. Music, drawing, painting, and Freuch form a part of the course iu all these institutions, and in all but two German 19 E 290 ' REPORT OF THE, COMMISSIONER OF EDUCATION, is also taught ; in one Spanish is added to these, in another Italian, and in the Packer Collegiate lu'stitute, at Brooklyn, all four languages are pursued. Seven of these col¬ leges have cheinic laboratories, 8 philosophic cabinets, 3 natural-history-museums and art-galleries, and 2 astronomic observatories and gymnasia. Nine have libraries, ranging in extent from 100 to 10,000 volumes, The Rutgers Female College, New York, was not included in the above, its returns having come late to hand. It reports 3 teachers and 29 pupils in its preparatory de¬ partment, (20 of the last preparing for the academic course,) and in the academic or college-department 12 professors and instructors, 27 undergraduate students, and 2,100 volumes in its library. Receipts in the last year from all sources, $20,000. The college at Elmira*, Ingham University, and Wells College are, as well as Rutgers and Vassal’, colleges for women, with extensive courses. The Normal College of the City of New York, elsewliere referred to, must, with its new building and enlarged advan¬ tages, take high rank among these institutions. U^flTED STATES MILITARY ACADEMY AT WEST POIXT. The number of scientific and professional schools in this large State forbids specific mention of the greater part, except such as appear in the following table. But one school located in the State, though not belonging to it, merits such mention from its national character, its important object, and its thorough scientific course. This is the United States . Military Academy at West Point. Each congressional district and Territory in the United States (the latter including the District of Columbia) is entitled to have one cadet at this Academy, while ten are usually appointed at large by the President. The age for admission is between 17 and 22, and the candidates must be in good health and well versed in arithmetic, reading and writing, and orthography, and have a knowledge of at least the elements of English grammar, descriptive geography, and the history of the United States. The cadets, once admitted, live in camp during the months of July and August, engaged only in military duties and exercises and receiving practical mili¬ tary instruction. The academic duties begin on the 1st of September and continue till about the last of June, embracing school- and field-instruction in all the subjects belonging to military science and art, including several modern languages, the course extending through four years. Examinations of the several classes are held in January and June, and at the former such students as are found proficient in studies and cor¬ rect in conduct are given the standing in their classes to which their merit-marks entitle them. After each examination students found deficient in conduct or studies are discharged, unless special reasons plead for the retention of them. Admitted in 1873, 118 ; resigned in the same year, 5 ; discharged, 34. AGRICUl.TURAL AND 3IECHAXICAL DEPARTMENT OF CORNELL UNIVERSITY. The agricultural and mechanical department of Cornell University deserves mention as being substantially the agricultural college of the State. There are in it 512 free scholarships, of which 100 have been filled by the school-authorities of the State and 40 have been given by uuiversity-uuthorities to students of special merit. The man¬ ual-labor-system has been adopted ; but is limited to those students that apply for work, the hours for which range from 2 to 5. Among the improvements for the year 1872-73 are large additions (of British cereals, foreign and domestic farm -implements, vegetable products of the United States, and engravings of improved stock) to the museum, a new barn for the experimental farm, and a new shop for wood-working in the mechanic-arts-department, both from Mr. E. Cornell, and additional machinery ill the machine-shop, from Hon. H. Sibley. Mr. Sibley has, during the year, increased by $50,000 his previous gift of $40,000 to the college of mechanic arts, making the whole sum $90,000. An additional instructor in free-hand drawing has been appointed during the year, and Prof. Roberts, of the Agricultural College of Iowa, has been called to the professor¬ ship of agriculture, in xilace of Prof. McCaudlin. NEW YORK. 291 Statistical summary of schools for professional instruction. schoolH for professional instruction. SCHOOLS OF THEOLOGY. Auburn Theological Seminary De Lancey Divinity School... Dr. Tallmage’s Lay School .. General Theological Seminary Protestant-Episcopal Church.. Hamilton Theological Seminary. Kartwich Theological Seminary. House of the Evangelists . Martin Luther (Theological) Col lege . Rochester Theological Seminary St. Joseph’s Provincial Seminary St. Lawrence Theological School Seminary of Our Lady of Angels Theological Seminary of Newburg Union Theological Seminary .... No. of students. 36 Corporate property, &c. a -a: a o o a a-a a u 'a ;230, 000 $16, 000 20, 797 1, 400 30, 000 2, 000 © a a a 1 ^ $47,835 9,000 0 100 25, 538 14, 616 19, 032 1 10.000 2,000 13, 213 325 SCHOOLS OF LAW. Albany Law School, (Union Uni¬ versity) . Law-department, University of New York . Law-school, Columbia College . Law-school, Hamilton College . SCHOOLS OF MEDICI.VE, Albany Medical College, (Union University) . Bellevue Hospital Medical College . College of Physicians and Surgeons- College of Physicians and Sur¬ geons, Syracu.se University . Free Medical College for Women.. Long Island College Hospital . Medical department. University of Buffalo . Medical department. University of New York . Women’s Medical College of the New York Infirmary . Eclectic Medical College of the City of New York . New York Homeopathic Medical College . New York Medical College and Hospital for Women . . New York College of Dentistry. . . . College of Pharmacy, city of New York . SCHOOLS OF SCIENCE. College’ of Agriculture, Mechanic Arts, Cornell University . Brooklyn College and Polytechnic Institute . Department of Science, Univer¬ sity of Cityof New York . Engineering School of UnionCollege Rensselaer Polytechnic Institute.. S chool of mines of Columbia College 43 58 88 20 44 12 116 102 32 404 9 102 485 26 47 97 56 115 30 37 102 25 40 75, 000 225, 060 9S, 587 200, 000 44, 000 22, 500 145, 000 35, 000 70, 000 66, 780 4, 674 41, 000 600, 000 40, 026 12, 000 2, 000 9, 000 8,000 7, 000 3, 000 3,450 33, COO 2, 000 iV 2, 000 35,390 4,000 36, 300 10, 000 50, 000 6, 372 200, 000 2, 000 26, .500 26, 500 37, 834 1,269 4,500 20, 000 40, 000 20, 000 50, 000 §2, 500 §500 2, 500 5, 000 80, 000 25, 000 70, 000 §5, 000 §4, 000 16, 000 5, 570 16, 300 4,500 2, 392 8, 000 2, 800 3, 922 153, 841 6, 130 100, 000 7.5, 000 . . 87, 750 $0 30, 000 4, 566 0 500 600 0 500 300 250 0 700 3, 000 3, 000 4, 000 * Estimated income for 1873-’74. J Not separate from those of the university. t Identical with that of Madison University. § Apparatus. BUSINESS-COLLEGES. New York has 16 of these institutions — at Albany, Brooklyn, Buffalo, New York City, Rochester, Syracuse, Troy, and Utica, pupils. Two furnish no report for 1873. Of these, 14 report 64 teacher.s and 2,797 292 REPORT OF THE COMMISSIONER OF EDUCATION. XE\y YOliK IXSTITUTIOX FOR THE INSTRUCTION OF THE DEAF AND DUMB. This iustitution, established by act of the legislature in 1817, has enjoyed a corporate existence of nearly fifty-six years and is the oldest institution of a benevolent charac¬ ter in the State and the largest school for the deaf and dumb in the world. The num¬ ber of pupils remaining in the institution on the 30th of September, 1872, vms 509, of whom 294 were males and 215 females. Of these 329 were beneficiaries of the State of New York ; 131 of the counties of this State; 33 of the State of New Jersey; 14 were supported by parents or guardians-, 1 by a scholarship known as the Frizzell fund, and for 1 no provision has as yet been made. The number of teachers is 29, of whom 11 are ladies and 18 gentlemen. Of the lady teachers 7 can hear and speak, 3 can speak but cannot hear, and 1 is a congenital deaf mute. Of the gentlemen, 6 can hear and speak, G can speak but cannot hear, and G are deaf and dumb from birth. The year that has just closed has been one of continued prosiierity. The health of the inmates has been good, only two deaths having occurred, one by an accident and the other as the result of a constitutional disease. The expenditures have not exceeded the receipts and the various objects sought by the institution have been thoroughly accomj)lished. The education of the pupils has the threefold purpose of developing their physical, intellectual, and moral nature. Improvements have been made in the processes of teaching, the effect of which has been to bring the pupil to a j)ractical use of language at an earlier x>eriod of his course. SiAx)risiug progress was made by a class that had been but two months under instruction. The improvement in method consists in lead¬ ing the pupil to attach words directly to objects and actions without the intervention of signs, so that he shall be made to think in words from the first. It is the purpose of the iirincipal to carry this idea as far as possible, and he is not without hope that he may be able to devise a course of instruction w'hereby the sign-language may be entirely excluded from the school-room. The attention of the principal having been repeatedly called to the system of “visible speech” introduced by Prof. Bell, he has devoted much time to an examination of the method, but is not so convinced of its superiority as to recommend its adojition. In addition to a knowledge of language, which is the direct and paramount object of instruction, all the jiupils x^ursue a course of instruction in geograx^hy, history, (sacred and xH’ofane,) and arithmetic. In the high class are studied algebra and geome¬ try, natural philosophy, astronomy and chemistry, mental and moral philosophy, gram¬ mar, rhetoric, and logic. Latin, as a foundation of etymology, a means of comxiaring grammatic forms and a device for improving style by the processes of translation, is also taught to a selected few. Great attention is xiaid to forming a good moral character in the XMipils and estab¬ lishing in their minds x^i’iuciples of rectitude. The general laws affecting crime are exxilained and an elementary idea is given them of the rights of XR'operty. They are also taught those fundamental points of religion in which all denominations of Chris¬ tians agree, but do not receive a bias towards any particular form of worship or belief. The x)niiils also receive a mechanic education, whereby they may suxixiort them¬ selves w'hen they leave the institution. The arts of design have also been lately intro¬ duced for botli boys and girls, under the tuition of a graduate of the institution, who sxiends three hours a day with successive classes and two hours with a sxiecial class of both boys and girls, selected from the most gifted. The xirincipal earnestly recommends to the legislature to remove from the institu¬ tion all restrictions of a x^ecuniary character and exercise towards this unfortunate class the same generosity that is shown by some of the Western and most of the Southern States. The institution has, during the x^ast year, sustained a great loss in the death of Dr. Harvey P. Peet, who was connected with it for a period of more than forty-two years, and who, during the greater x^ortion of that time, was its x>riucixial. INSTITUTION FOR THE IMPROVED INSTRUCTION OF DEAF MUTES. This institution was primarily designed for the instruction, according to the articu- lative method, of semi-mutes and semi-deaf; but a large number of congenital mutes have been received, many of whom have attained great x^roficiency in speech and lix)- reading. “ The two systems of signs and articulation are conflicting and cannot with advan- tage be combined in the same iustitution. Separate and distinct educational estab¬ lishments must be provided for articulating pupils and those capable of being taught speech.” , This consideration and the need of work-shops and facilities for teaching trades are the cause of an aiipeal to the legislature for more ample accommodations. Several boys were removed during the year, insufficiently educated, because no trades were taught and they must acquire some means of suxixiort. Comx^laint is made of the short period that many xiux^ils remain in the institution, very few reaching the legal limit. .The State is liberal in her provisions for the care and education of her mutes : between the ages of 6 and 12 years they are chargeable NEW YORK. 293 to their respective counties and for eight years after attaining the age of 12 tliey are supported as State-juipils. That deaf nuites fail to acquire a suitable education is the fault only of themselves or their guardians. NEW YOEK INSTITUTION FOR THE BLIND. The number of pupils at the beginning of the year 1872 was 156. Thirty-nine were subsequently admitted and 29, whose terms had expired, were discharged, leaving 166 pupils in attendance at the close of the year. Of these, 140 are New York State-pujiils. The general course of instruction remains the same as previously reported. The difficult exp'erimeut of instructing female pupils in the operation of the sewing-ma¬ chine was here first undertaken, and has been attended with marked success. The example has since been followed by a number of institutions in other parts of the United States. Considerable attention has also been devoted to the training of male pupils in the art of tuning pianos, and with much success. The ingenious system of point-writing and printing devised by the principal, Prof. William B. Wait, and which he has styled the “New York system,” was unanimously adopted by the convention of superintendents held at Indianapolis in 1871. It has since been introduced into all the institutions for the blind in this country and also into some of the European institutions. THOMAS ASYLUM FOR ORPHAN AND DESTITUTE INDIAN CHILDREN. The number of children reported in this institution at the close of the year ended September 30, 1871, was 89. Six were then discharged, leaving, to commence the cur¬ rent year, 83, of whom 71 remained through the year. There were received during the year 27, making the total number 110, of whom 64 were boys and 46 girls. Of these, 14 have been discharged, leaving the number at the close of the year, September 30, 1872, 96, of whom 53 are boys and 43 girls. The average for the whole year is 91.7. The receipts for the year amounted to $9,992.35 and the expenses to $10,731.55. TRAINING-SCHOOL FOR NURSES,* NEW YORK CITY. A company of ladies in New York have instituted what they style a Nurses’ Home, in connection with the Bellevue Hospital. The house secured for it is a large one near the hospital, is neatly furnished, and has as its present lady superintendent Miss H. Bowden, who for some time had charge of the nursing stalf of University College Hospital in Lomlon. The persons admitted must be over 21 and must present a certificate from a clergyman and physician of their being of good character and sonnd health. Such will bo received for one mouth on probation, during which time they will be lodged and boarded at the expense of the school, but will receive no further compensation for their services if they should either leave before the expiration of the month or be found unsuitable for fuller training. Those fulfilling the conditions of the probationers’ month will be accepted as pupil-nurses and must sign a written agreement to remain at the school one year and after that be subject to the orders of the school- committee for another year. For their year of tutelage they will receive board, lodg¬ ing, and $10 a mouth for personal expenses. At the expiration of the year they will be promoted to such positions as they may be found capable of filling, with a propor¬ tionate increase of salary. When the full term of two years is ended with approval, they will be permitted to choose their own field of labor, either in hospitals, private families, or among the needy poor. Their training will include the dressing of blisters, burns, sores, and wounds ; the appli¬ cation of fomentations, poultices, and leeches; the administration of enemas ; the man¬ agement of trusses ; the needful attendances on helpless patients ; and all othek things winch go to xiromote the comfort and improvement of the sick and sufiteriug. Seven¬ teen pupils were in the Home at the close of November, 1873, about 100 others having- failed to meet the trying conditions of the i)robationary month. The commissioners in charge of Bellevue Hospital have been so great! 3^ pleased with the marked improvement in the six wards committed to the charge of the training- school as to urge the including of yet more wards in the work. This cannot be done at j)resent, but, as the school increases and the pupils come forward in their train¬ ing, the likelihood is that more and more of the nursing in the hospital will be; con¬ fided to them, and the most ample opportunities for bedside-experience and instruction be afforded. A class of nurses greatly superior to the mass of those employed in fam¬ ilies at X)resent will thus be gradually' prex)ared, and the i)ossibilities of comfort and imiirovement for the sick be, in xiroxiortion to the number of such nurses, strengthened. EDUCATIONAL AS.SOCIATIONS. The State-Association of School-Commissioners and City-Superintendents met in Rochester on the 2lst day of May last and continued in session three da^’s. Manj^ lead¬ ing educators, besides school-ollicers, from difierent x)arts of the State were xiresent. In respect to the character and scope of the subjects presented, the well-considered and ’ From iuformatiou furuished by Miss Julia F. Gould. 294 EEPORT OF THE COMMISSIONER OF EDUCATION. practical suggestions brought out iii the discussions, and the earnest and thoughtful interest in the exercises manifested by all in attendance, this meeting was probably unsurpassed by any of its kind ever held in the State. The State Teachers’ Association held its twenty-seventh anniversary at Saratoga Springs during the three days commencing July 23, 1872. The arrangements made by the local committee for the meeting and for the entertainment of members have rarely been equaled, and the attendance of many from this and other States who have become eminent in various departments of educational labor gave character and in¬ terest to the proceedings. OBITUARIES. The following notable persons connected with the educational work have died dur¬ ing the year : PROF. JOHN TORREY. The death of Prof. John Torrey, of Columbia College, which occurred March 10, 1873, at the ripe age of 75 years, removed one who for nearly half a century has occupied a high place in the scientific world. He became known at first by a catalogue (published ip 1819) of the plants growing about New York. In 1824 he was appointed i^rofessor of chemistry, geology, and min¬ eralogy at West Point; in 1827 was called to the chair of chemistry and botany in the New York College of Physicians and Surgeons, which he occupied until 1855, and in 1864 was appointed chief assayer in the United States assay-office. In several valuable works he communicated much interesting information on the flora of North America, the principal of these being tho» Flora of the Northern and Middle States, 1824 ; Cyperacese of North America, 1836 ; Flora of the State of New York, 1843-’44. As a man of science he commanded universal respect. At home and abroad he was regarded as an accomplished botanist, and made many valuable contributions to this, his favorite science. Above all, he was a sincere Christian, and illustrated in his life the real harmony between science and religion. JAMES CUSHING, JR. The death of James Cushing, jr., one of the recently-appointed members of the board of education of New York City, will prove no common loss to the cause iu which he was engaged. He had entered earnestly upon the duties connected with his im])ortant ofiSce. No one was more keenly alive to the need of a more perfect system of public instruction or felt more deeply that the highest interests of the city and the country were bound up in the fate of the common schools. All his labors, therefore, since his entrance upon his ofiice had been given to improve and elevate the condition of public instruction. He led the minority in the board who demanded a thorough reform iu the educational department. His high character and vigorous intellect gave force to his arguments, and had he lived he must have produced a signal change in the views of many of his associates. Mr. Cushing was only 41 years of age, yet he had been for a long time connected with the public schools ; was school-commissioner iu 1858 and 1859 ; and had also been a ward-trustee. Pie was an active member of the church of the Divine Pater¬ nity, (Dr. Chapin’s,) and was engaged iu mercantile pursuits. Although solicited to accept other public offices, it is stated that he would consent only to bo school-commis¬ sioner. He clied in the service of that cause to which he had given a lasting devotion. The teachers of the schools are indebted to him for several important services. He aided in preventing the reduction of their salaries or the abridgment of their privi¬ leges ; he defended their interests and was sensible of their value. Had he been able he would have begun that thorough reform in the method of instruction which must at last be carried out to render the teachers and public schools of New York the firm support of equality and freedom. Pie felt that it was because the people were so often uneducated that they were led into measures fatal to their own welfare. He was anxious that all should be educated alike. It is, therefore, with no common regret for his loss that those who have faith in popular instruction offer their tribute of respect to the high character and generous aims of James Cushing, jr. ' • REV. T. T. TITUS. Rev. T. T. Titus, A.M., professor of theology in Hartwick Seminary, died on Saturday, February 15, 1873. He was born in Loudoun County, Virginia, on the 4th day of Mareh, 1829. At a very early age he displayed a remarkable desire for education, though of poor parent¬ age, and his unbending will found a way to gratify his desire. When only 16 years of age ho was converted, joined the church, and entered the institution at Gettysburg, Pennsylvania, with the view of preparing for the gospel-ministry. He literally worked his way through the college and seminary, and, though receiving some aid as a bene¬ ficiary of the synod, paid a considerable part of his expenses bj'^ teaching while pur¬ suing his studies, during the latter part of his course being tutor in the theologic seminary. His first pastoral charge was at Lower Merion, Pennsylvania; after five NEW YORK. 295 years ho accepted a call to Milton, Pennsylvania; two years after lie removed to Oliio, where he laliored four years; after Avhich he removed to Hagerstown, Maryland. Here he labored till June, 1871, when he was elected principal of Hartwick Seminary, iii New York. After one year’s labor in this office he resigned it, and was elected ))i()- fessor of theology in the seminary, which position he occii])ied at the time of his death. As a minister Mr. Titus was held in high esteem. He was x)ossessed of talent of no common order. As a writer he was favorably known. His contributions to the Luther¬ an Observer have been widely read. He has given to the church two important evi¬ dences of his usefulness in the “explanatory question books” for Sunday-schools, the second volume of -which issued from the press not long before his death. In the crowning work of his life, that of an instructor, Mr. Titus showed peculiar fitness. , EEV. HENDRICK METCALF. Hendrick Metcalf was born at Newport, New Plampshire, November 23, 1805, so that he was not quite sixty-seven years of age at the time of his death, on the eve of All- Saint’s, 1872. By birth he was allied to a race of the intellectual giants of the Old Granite State, not the least of whom, among his kinsmen, is the honorable and vener¬ able Theron Metcalf, of Boston, one of the retired judges, by reason of his advanced age, of the supreme court of Massachusetts. Dr. Metcalf had a thorough classic edu¬ cation, graduating with honor at Dartmouth College in the class of 1829 and immedi¬ ately devoting himself to the business of education, teaching Latin and Greek, at first in Bufi'alo and then in Rochester. On December 12, 1831, he was admitted to the order of deacons and on August 15, 1832, he was ordained a priest, by Bishop B. T. Ouder- douk, in the Protestant-Episcopal Church. From that time forth he became most em¬ phatically a missionary, at first officiating in Wayne and Monroe Counties, where he is still remembered as “the good man;” then for eight years the rector of St. Mark’s Church, Le Roy ; then sent to other places, mainly to compose differences, disagreements, and dissensions ; and then, at last, called back to his okLprofession of teaching as pro¬ fessor of the Greek and Latin languages and literature in Hobart College in 1850. How well and bow faithfully he discharged the duties of this office the recorded testimony of the trustees and faculty bears witness. In all that time he was occupied in the great interests of the college and the church and identified with them in some respon¬ sible office, always thought of, consulted, and especially relied upon for the wisdom of his counsel, the honesty, sincerity, and self-sacrificing independency of his advice and action. Ho was not a man of that broad and careless view of principles in church or state who could look uiion all opinions with equal favor. Far from it. He held very decided and clearly-defined opinions upon all important questions and possessed the utmost fearlessness in declaring them on all proper occasions. And still he was as far as pos¬ sible from opinionativeuess or uncharitableness towards other persons and their opin¬ ions. He knew too well the effect of education and partisanship upon common minds to feel any surprise at meeting erroneous opinions upon all subjects wherever he went; and he was content not to be wiser than the Master, but to let truth and error — the tares and the wheat — grow together till the end of the world. And he entertained no suspicion that he had received any commission to sift or separate them. He was con¬ tent to do his own duty in that state of life in which it had pleased God to call him. OTHER EDUCATORS. Many other laborers in the cause of education have fallen during the past year whose names should bo recorded here, but of whose life and labors there is not space for even so brief a notice as the foregoing. Among these are Harvey Prindle Peet, LL. D., -who was for forty years principal of the New York Institution for the Instruction of the Deaf and Dumb ; died at the institution January 1, 1873, in the seventy-ninth year of his age. He was the author of a Course of Instruction for the Deaf and Dumb, which passed through numerous editions, and in the line of teaching, to which ho w'as devoted, stood among the first of the educators of this country, if not of any country in the world. Rev. Joshua Leavitt, who has been more generally known as a clergyman, journalist, and reformer than as a teacher, although after his graduation at Yale, and before entering the ministry, he was for five years a successful teacher, and during bis life was author of some of the best reading-books for schools over jii^ihlished, died in New Yffirk City, January 16, 1873, in the seventy-ninth year of his age. On the same day died, at Ithaca, Prof. William Charles Cleveland, C. E., of Cornell University, an ac¬ complished scientist, who had been connected with the university since its organiza¬ tion. Miss Caroline Chesebro, who was more widely known as an author and maga¬ zine-writer than as a teacher, although she had been for eight years previous to her death one of the most efficient and beloved teachers of the Packer Collegiate Institute, Brooklyn, died at Piermont, February 16, 1873, at the age of about 45 years. Mrs. Ophelia M. Livingston, who was for many years at the head of a large seminary for young ladies in Savannah, Georgia, died in Brooklyn, March 3, 1873, at the age of 65 years. Mr. Samuel C. Barnes, who died in Brooklyn, February 18, 1873, at the age 296 REPORT OF THE COMMISSIONER OF EDUCATION. of 60 years, had been for more than thirty years, and until the last four or five years, a teacher in the public schools of that city and an efficient actor in all measures for their improvement. Samuel Adams Lyons Law Post, who commenced teaching at the early age of 14, and after his gr.aduatiou at Yale College resumed the profession and continued in its successful praetice fifteen years, or nearly all the remainder of his life, died at Ellen ville, New York, aged 44 years. -William W. Clark, A. M., professor of physical sciences in the State normal school at Albany, from 1845 to 1849, and after¬ ward enaged in the geologic survey of the State, died at Rochester, August 10, 1873, aged 49. Rev. Samuel Roosevelt Johnson, D. D., for many years professor of systema¬ tic theology in the General Seminary of the Protestant-Episcopal Church, located in New York, died August 13, 1873, at Amenia, New Jersey, at the age of 78. LIST OF SCHOOL-OFFICIALS IN NEW YORK. Hon. Abram W. Weaver, State-superintendent of public instruction, Albany, SCHOOL-COMMISSIONERS. County. Name and district. Post-office. Cedar Hill. East Berne. McKownville. Albany. Cohoes. Angelica. Friendship. Osborne Hollow. Binghamton. Binghamton. Ellicottville. Murray Hubbard, (president board of education) ... G. L. Farnham, (secretary board of educaUon) . Salamanca. Cayng'n. _ _ Hulbert Daratt, first . . . . . . . Cato. ' Charles II Greenfield, second........ . Niles. Lauren M. Tov*!^nsend, third . Moravia. B. B. Snow, (secretary board of education)... . Auburn. C’lant.n.nqnn. . _ _ ! _ Henry Q. Ames, first . . . Sherman. IjUeijiK M. Robertson, second. _ _ Frewsburg. Horseheads, Elmira. North Norwich. Chemung _ Jonas Sayre Van Duzer _ _ _ E. B. Yeoumans, (secretary board of education) . Matthew R. Tiiidinp-ton, first. _ _ _ . . . David G. Barber, second _ ................. _ _ Oxford. Plintnn . . . William B. Dodge, first _ .................. _ Schuyler Falls. Chazy. Clermont. Robert S. McCullough, second . . Cnliimbia _ _ _ _ John Strever, first. . . . . . Hiram Winslow, second . . . Green River. Cyrus Macey, (city-superintendent) . . Hudson. Cortland _ _ George W. Miller, first . . . Marathon. Rufus T. Peck, second. . . Solon. Tlelaware _ George D. Ostrom, first . . Franklin. Amasa J. Shaver, second.. . . . Meredith. Hiifehesa. _ _ _ Derrick Brown, first . . . Poughkeepsie. Poughkeepsie. Poughkeepsie. Touawanda. Edgar A. Briggs, second, (box 883) . . . R. Brittain, (clerk board of education). . . F.rie _ - .. Charles A. Young, first. ..... _ ................ _ George Abbott second .. _ _ _ _ Hamburg. Russel J. Vaughan, third _ _ _ ................ Springville. Buffalo. J. A. Lamed, (city-superintendent) ........ _ ...... Easev _ _ William H. McLenathan, first........ _ _ _ ....... Jay. Olmsteadville. Thomas G. Shaw second.................... _ _ Miflnpy P firsf _ _ _ - _ _ Malone. Wil linni fri Miiii Qppovifl . .. . _ _ Port Covington. Johnstown. Fulton . John M. Dougall _ _ _ _ _ ( if'llP.JsPfi ... ... Richard T, Selden _ _ Le Roy. Tannersville. Creene . . Samuel S. Mnltord first _ Robert Halstead, second _ _ Greenville. Hamilton _ _ Isaac II. Brownell .... _ ......................... Northville P.-O. HtM’kiiner _ John D. Champion, first ........................... Little Falls. WilliDjn \Y^. Pa^R spponfl ... _ _ _ _ _ Jordanville. .TeflFeraon _ _ Willard C. Porter, first _ _ ........ _ .... _ _ _ Adams Center. Henry Purcell, second . . . . . Watertown. George H. Strough third _ ....................... Lafargeville. Watertown. D. G. Griffin, (city-superintendent) .............. _ King.a _ _ C. W arren Hamilton, first _ _ .................... New Lots. Thomas W^. Field (city-superintendent) ............ Brooklyn. Constableville. T.evvis Will in m F) Fipwis: fi rst ..... _ _ .... Charles A. Chickering second _ _ _ ........... Copenhagen. Livonia Station. l.ivingston . . •Tobn yV. Rvam first. _ _ _ ..... Robert W. Green , second _ _ _ ........ Dansville. M.'idison _ _ Joseph E. Morgan, first. ........................... Earlville. Paul S. Maine, second . . . Perryville. NEW YORK. 297 List of school-officials in Xeiv York — Continued. County. Name and district. Post-office. Edwin A. McMath, first, (158 Powers’ Block) . Rochester. Brockport. Rochester. Amsterdam. New York. New York. New York. New York. New York. New York. New York. Arthur McMullin, assistant clty-superinteudeut . Lockport. Johnson’s Creek. Lockport. Utica. Clinton. Rome. Horace 0. Farley, fourth . Prospect. Utica. Plank Road. Geddes. Fayetteville. Syracuse. Phelps. Allen’s Hill. Monroe. New Hampton. Newburg. Albion. ♦ Bowen’s Corners. Fulton. John W. Ladd, third . Mexico. Oswego. East W^orcester. Otsego . . . . ... Nahiim T. Brown first _ _ _ Warren L. Baker, second . . . Portlandville. Putnam ........ . . . John H. Spencer .... _ _ _ ....... _ _ _ ... Fanner’s Mill. Queens . Eugene M. Lincoln, first . ................... _ Glen Cove. Garret J. G-arretson, second . Newtown. Alanson Palmer, (city-superintendent).... . . Long Island City. Petersburg. Wynantskill. Troy. Port Richmond. Rensselaer . A mos H. Allen, first _ _ _ _ _ _ George W. Hidley, second . . . . David Beattie, (city-superintendent) . . Richmond . . . James Brownlee . - _ _ _ j _ Rockland . . Spencer Wood _ _ Clarkstowm. St. Lawrence . Daniel S. Gifnn, first . . . . . . Heuvelton. A. Barton Hepburn, second . . . . . Colton. Barney Whitney, third . . . Lawrencevill. R. B. Lowry, (city-superintendent) . . . Ogdensburg. Ballston Spa. Saratoga . . . Neil Gilmonr, first .. _ _ _ _ _ _ Oscar F. Stiles, second. Schenectady . David Elder . . . Van Vechten. S. B. Ilowe, (city-superintendent) . . . . Schenectady. Gilboa. Schoharie . 1 John S. Mayhan first _ _ _ _ John Van Schaick, second _ ... _ _ _ ...... _ Cobbleskill. Schuyler . Charles T . Andrews . . . . . Watkins. Seneca . Henry V. L. Jones . . . Ovid. Steuben . Zenas L. Parker first _ _ _ _ _ _ _ Bath. Reuben H. Williams, second . . . Woodhull. William P. Todd, third . Canisteo. Suffolk . Plorace H. Benjamin, first . . . . Riverhead. S. Orlando T,ee, second _ _ _ _ Huntington. Monticello. Sullivan . Ghiirles Barnnm first _ _ _ _ Isaac Jelliff, second ...... _ ...................... Liberty. Owego. Ithaca. Tioga . T/emnel D. Vose, . . . .. . . . Tompkins . f)rville S. Ensicn first _ _ _ 1 Robert G. H. Speed, second* _ ............. _ Caroline. Ulster . Pnrnplinsi Van . . Kingston. New Paltz. Ralph Tie Fevre second _ _ _ _ Harrison R. W^inter, third _ _ _ _ ........ _ Phoenicia. Warren . Daniel B. Ketchum _ ..... _ ..................... Glen’s Falls. Washington . Ezra H. Snyder, first . . . . .... _ Argyle. Adamsville. Edward C. Whitteinore second _ _ _ _ _ Wayne . 1 Joseph H. L. Roe, first ... _ ....... _ _ _ _ _ Wolcott. 1 F elix J. Grilfen, second. ... _ ......... _ _ _ _ Marion. Westchester . . . Joseph H Palmer first . . _ Yonkers. Casper G. Brower second _ _ ....... _ .... Tarrytown. • Katonah. Joseph Barrett, third _ _ _ ..... _ ........ _ Wyoming . i . P.flwin S!. Smith fir«t. . _ Dale. Edsfin J. Qnipiey second. _ _ _ _ _ _ Gainesville. Yates . Bradford S. Wixom . . . . . ........... _ Italy Hollow. *Foi’ term commenced January 1, 1872. r 298 EEPORT OF THE COMMISSIONER OF EDUCATION. NORTH CAROI^INA. [From report of Hon. Alexander Mclver, State-superintendent of public instruction, for the year ended June 30,1873.] FIN.iNCIAL STATEMENT. Condition of the educational fund. Balance of fund October 1, 1872 . $61,270 56 Receipts for fiscal year ended September 30, 1873 . 41, 706 01^ Total . . . 102,975 57^ Disbursements for fiscal year ended September 30,- 1873 . 83, 007 18 Balance October 1, 1873 . . . 19, 968 391- Amount of permanent fund October 1,1873 . . . . . 3,821 544 Amount of distributive fund October 1, 1873 _ - . 16,' 146 85* Total . 19,968 39^ Beceipts. From the State-treasurer . $63, 301 32 Capitation-tax, 1872 . 137,103 32 Property-tax, 1872 . 75, 295 89 Balance on band September 30, 1872 . . 133, 130 14 - l03,830 67 Dishursements. To teachers of schools for white children . 112, 175 36 To teachers of schools for colored children . 45, 954 19 For building and repairing school-houses . 25, 100 00 To examiners . 1,520 00 To county-treasurers . 6,925 52 - 191,675 07 Balance remaining in the hands of county-treasurers June 30, 1873 . 217, 155 60 SCHOLASTIC POPULATION. The school-age is from 6 to 21 years. Number of white children of school-age — males, 120,455; females, 113,296 233,751 Number of colored children of school-age — males, 59,260 ; females, 55,592 114, 852 Total scholastic population . . 348, 603 ATTENDANCE. Number of white children enrolled in school — males, 56,316 ; females, 49,993 106, 309 Number of colored children enrolled in school — males, 20,578; females, 19,850 . 40,428 Grand total of enrollment . 146,737 Estimated daily average, white children . . 70, 872 Estimated daily average, colored children . 26, 958 Total daily average . 97, 830 SCHOOLS. Estimated number of public schools for white children . 2, 565 Estimated number of public schools for colored children . 746 Average length of school-term, weeks . 10 NORTH CAROLINA. 299 TEACHERS. The estimated number of teachers examined and approved during the past year is : White teachers . 2, 160 Colored teachers . 530 Total . 2,690 Some of the above statements can be taken only as approximations. Only sixty- eight counties have reported the number of schools and only sixty- three have made returns of the number attending school. The estimates made for the remaining coun¬ ties are based upon the supposition that the number of schools and the enrollment are in the same proportion as in the counties reporting. Forms were given for reporting the average attendance ; but this was so rarely done that no reliable estimate can be made. In the few instances in wdiich the average attendance has been reported, it appears to be about two-thirds of the registered number. SCHOOL-FUNDS. The law appropriates annually 75 per cent, of the entire State- and county-capi¬ tation-taxes, a property-tax of 8^ cents on the hundred dollars’ worth of all proper¬ ty and credits in the State, all taxes on auctioneers and licenses to retail spirituous liquors, and the income arising from the permanent school-fund for the support and maintenance of free public schools. The amount which will be realized from all these sources will make an average of about 70 cents for each child in the State be¬ tween the ages of 6 and 21 years, and will, therefore, be insufficient to maintain a public school in each district, according to the requirements of the constitution of the State. The question of levying an additional school-tax must be submitted to the electors of each county. * If voted against in any county, the only sehool-fuud in such county will be that which the law has absolutely appropriated, as mentioned above. The school-money is to be apportioned to the children of each race separately. This apportionment cannot be made, and the schools cannot properly begin under the present law until the districts are laid off and the census is taken. RULES ADOPTED BY THE STATE-BOARD OF EDUCATION. The state-board of education, on the 16th of April, 1873, unanimously adopted the following rules and regulations in relation to free public schools : Form of achool-districts. — The school-districts shall bo laid off" as nearly square in form as the situation of the several localities will permit. Natural boundaries, as streams, swamps, &c., shall be adopted as the boundaries of school-districts. The convenience of each neighborhood must be consulted. Area of sehool-districts. — Each school-district shall contain an area equal to from four to seven miles square and the school-house shall be ap near the center of the school- population as practicable. It is considered better that the districts should be made as large as possible, so that a few good public schools may be established and maintained. If the districts are small, the schools will be so numerous that none of them can be supported properly. District-trustees. — Three trustees are to be elected for each district, the white elect¬ ors to elect trustees for the school for white children and the colored electors to elect trustees for the school for colored children. Teachers^ wages. — Teachers’ wages are fixed at the rate of not more than 75 cents a month for each pupil of a third-grade-school, nor more than $1 a month for each pupil ol' a 8econd%rade-school, nor more than $1.25 a month for each pupil of a first-graxle- school, counting the number of pupils, in every case, by their average attendance. The object of limiting the compensation of the teacher according to the average attendance of pupils was to remedy an evil which had became common and which was calculated to damage the system. In many instances schools were taught at a season of the year wffien very few, often not more than four or five, children could attend. The teacher would continue wirff empty benches till his time was out and then receive all the money due the district, without any benefit whatever to the great majority of the children for whom it was intended. The rule was intended to remedy this evil and to bring the j)ublic school into sympathy with the wishes of the people of the district. DEFECTS OF THE SCHOOL-SYSTEM AND AMENDMENTS PROFOSED. Sufficient provision is not made for the execution of the law. However’ excellent a law may be in theory, if it is not executed it is worthless in practice. The failures in the execution of the law are : (1) The poll-taxes, which constitute the principal school-fund, are not properly col- 300 REPORT OF THE COMMISSIONER OF EDUCATION. lected. If every man who is liable to pay such taxes'should pay them the school-funds ■svould be very considerably increased and a very serious cause of complaint against the school-system would be removed. (2) The school-money is not promptly paid over to the county-treasurers. Many of the sheritfs retain it for several months after it is collected and in a few instances it has been retained more than a year. The people have a right to demand that the school-money shall be paid to the county-treasurers at the time fixed by law. (o) There are no county-superintendents of public schools. The county-commission¬ ers are charged with a general supervision and control of the schools in their respect¬ ive counties,” but their duties are confined to their office: there is no going out into the districts, no visitation of schools. If the law should provide for the appointment in each county of a county-superintendent of public schools, charged with the duty of establishing schools and executing the school-law in the county, it would give vitality to the system and establish and build up the schools. (4) The school-committees are charged with many and important duties, but receive no compensation for performing them, nor is any penalty imposed by law for their non-performance. (5) The school-districts should be laid ofi“ not less than four miles square, andtb.e peo¬ ple of each district should have the right, ^by a majority-vote, to tax themselves to support a free public school in the district for such a portion of each year as they may desire. Just at this point the public-school-system of the State has always been a failure. That essential element of the American school-system, the right of local tax¬ ation, has never been incorporated into the school-law. This was the defect of the system of 1840-’41. It provided an annual school-fund of about $1 for each child between the ages of C and 21 years, but gave no right to sup¬ plement this fund by local taxation. One dollar a year for each child of school-age w as too much to be w'asted and too little to do much good. It did just enough to be in the way of good private schools, but not enough to meet the wants of the X)eople. The consequence was that, after the system had been in operation about twenty years, the census of 1860 placed North Carolina among the most illiterate of the States of the Union. The school- law of 1868-’69, gave the right of local taxation to the townships. But there are from four to twelve school-districts in each township. One district might vote for a sufficient tax to maintain a school ten months in the year and the other districts would vote against it. By the State-constitution the tax could be collected only by a vote of the people, and under the law of 186‘8-’69 the townships generally voted against it. The act of 1872 offered the apportionment of the school-fund as a ];>remium to such school-districts as would, by voluntary contributions, supplement it, so that a public school might be maintained. But no right of local taxation wms given to the districts. If provision should be made for properly collecting the taxes levied by the law of 1878, the annual school-fund provided by law^ wmuld be larger than at any former period in the history of the State. But the number of children to be educated is also much larger than formerly. And the present law, like all its predecessors, gives no right of local taxation. It authorizes the county-commissioners to levy an additional school-tax in the county by a majority of the votes given at an election to bo held for the purpose. The counties have voted against the additional school-tax so gener¬ ally that there is little expectation that an additional school-fund will be thus provided. There may be in every county in the State from one to twenty school-districts in which the people w’ould be willing to tax themselves to maintain a free public school eight or ten months every year. They should have the right to do so by a majority- vote of the people of the district. If "the people are allow'ed this right, pu1)lic schools will be established all over the State. One w^ell-regulated public free school in a county w'ould produce others. The true value and economy of the public-school-system would be seen, felt, and believed, as they never have been and never can be under a system which authorizes no local tax. (6) It is suggested that there should be no limitation of the prices which may be paid to teachers out of the public-school-funds. The price of teaching, like that of other labor, should be left to the law' of supply and demand. Each district should be at liberty to pay its teachers such price as his services may be worth. (7) Many districts are without school-houses, and, as there cannot be a school with¬ out a house, it is believed that districts should have the privilege of using their appor¬ tionment of the school-money in building a suitable school-house. If the districts wmre properly laid off, the school-houses properly located and built, and the x^eople of each district had the right to tax themselves and elect the offic(;rs to manage the school, it is believed that most of the districts in the State would main¬ tain a free 'public school from four to ten months every year. GRADED SCHOOLS. A bill was introduced at the last session of the general assembly to authorize the residents of every town or city of more than two thousand inhabitants, by the NORTH CAROLINA. 301 vote ot a mojority, to lavy a tax upon the corporation sufficient to snppienient the school-fniul provided by law, so that a {graded school may be maintained ten montlis every year. If this bill should become a law, it will enable many towns and cities iu the State to realize and to exhibit the true value and economy of public education. teachers’ certificates. Examiners are cautioned against yielding to the idea that, if competent teachers cannot be found, certificates must be given to those who are not competent. This is fatal to the success of the public schools. The law makes it a duty to give “ certificates to all applicants of snflicient moral and mental qualifications,” and to no others. If the standard is made high, apidicauts will come up to it sooner or later. It is advised that a teacher’s certificate shall hereafter indicate with certainty : (1) that the holder is of good moral character ; (2) that he is familiar with all the branches of study named in his certificate; and (3) that he knows how to teach and how to govern a school and how to make and keep a school-register. Every applicant for a third-grade-certificate should pass a satisfactory examination on the sounds of the marked letters and iu spelling, reading, writing, and arithmetic. Applicants for second-grade-certificates should, in addition to the above, be exam¬ ined in English grammar, political and physical geograiihy, map-drawing, English composition, and history. First-grade-certificates should require, in addition to the branches named for the lower grades, a knowledge of drawing, book-keeping, the rudiments of natural philos¬ ophy, chemistry, botan^q and astronomy. It is believed that, if examiners will adopt the standard which the law requires and give certificates only to competent teachers, their action in this respect will meet the approval of the public and secure confidence in the public schools. COAIPULSORY EDUCATION. The superintendent, after quoting from various distinguished authorities upon this subject, says : “ The A’oluntary system is certainly preferable so far as it can be made to answer the purpose. But as the law intervenes to protect the life of the child, it may also protect the child’s right to be educated. If the State is justifiable iu pro¬ viding, at public expense, for the education of children for its own protection, it is also justifiable iu protecting the rights of children to be educated for its own protection.” PEABODY EDUCATIONAL FUND. North Carolina has received aid, during the year, from the Peabody fund, as follows : Wilmington, $1,000 ; Washington, $600 ; Hayesville and Catawba Vale, $450 each ; Warrentou, $400 ; twelve other schools, $300 each; two, $200 each; and $250 for the support of four teachers’ institutes — amounting, iu all, to $7,150. The additional amount of $4,500, promised to fourteen schools, has not yet been given, the schools having not yet reported in compliance with the rules for distribution. Since July 1, 1873, amounts varying from $300 to $600 have been promised to thirteen schools, upon condition that all the rules for distribution be complied with. Three of the schools assisted by the fund were for the education of colored children. JOURNAL OF EDUCATION. In accordance with the resolution passed by the State Educational Association, ar¬ rangements were made for the publication of an educational monthly of forty-eight pages, to be called The North Carolina Journal of Education. It was intended to pub¬ lish the first number of the journal about the 1st of November; but the expense of publication was to be met mainly by the subscriptions, and the names of a sufficient number of subscribers had not been received to justify the undertaking. If the gen¬ eral assembly will au'thorize the State-superintendent to supply the proposed journal to the several townships, the difficulty in the way of its publication will be overcome; and as the journal will publish the school-laws, the expense of xmblishing them in cir¬ culars for the use of school-officers will be entirely avoided. . EDUCATIONAL CONDITION OF THE STATE. “The condition both of the public schools and of education generally in the State,” ac¬ cording to the rei)ort of the agent of the Peabody Fund for 1873, “ is far from being satis¬ factory. There is an alarming indifference on^the subject among the common people and a want of union and hearty co-oi)eration among public men. The school-law, though it may bo the best that the friends of education could obtain at the time it was passed, is by no means what it should be. Nowhere has it been more clearly demon¬ strated that half-measures in establishing and supporting xuiblic schools cannot be at¬ tended with great success. The good and the bad features of the amended school-law will appear from the following statements, taken from a circular of the State-superin¬ tendent addressed to the county-commissioners February 27, 1873 : 302 EEPOET OP THE COMIHSSIONEE OF EDUCATION. “‘Public schools are to he maintained four months every year in every school-district in each county of the State in which the qualified voters shall vote to levy the addi¬ tional school-tax necessary for that purpose. It is the duty of the county-commission¬ ers of every county in which there is not already a sufficient school-fund on hand to submit the ([uestion to the (lualified voters of the county, whether or not the additional school-tax shall be levied. In every county in which a majority of the votes given shall be for school-taxes, it will be the duty of the county-commissioners to levy a sutficient tax to maintain a public school at least four months in every school-district in the county for each race and pay half the cost of building, repairing, and furnish¬ ing school-houses and the whole cost of purchasing school-house-sites.’ “ If the county-commissioners and school-committees in the several counties could be induced to consider the alarming illiteracy of the rising generation and the vast importance of public education to the material interests and safety of North Carolina, they would exert an influence in their several counties which would permanently establish public schools.” The agent of the Peabody fund further remarks : “ It is to be feared that in many, if not in most, of the districts there will be no schools at all, on account of the aversion of the people to paying school-taxes. One of two things will be necessary : either systematic and energetic efforts must be made to enlighten the people, so that they shall demand a good school-law, as in Tennessee, or the legislature must, in advance of the jjeople, establish a system which shall com¬ mand resnect and win its way to favor, as in Virginia. Two public meetings recently held in Kaleigh in regard to the general interests of education indicate that a mo:e aus^jicious time may be approaching. DIFFICULTIES. In Wilmington, by the recent action of the county-board of education and of the board of aldermen, the free schools have been made city free schools, and a school-com¬ mittee of five and a superintendent appointed. There is an increasing average attend¬ ance, amounting now to about 1,000. The city-authorities, being requested and desir¬ ing to levy a tax to meet the deficiencies of the State- and county -tax for schools, were prevented from so doing by a law of the State making such levy of taxes illegal. The same is true in regard to ikaleigh, wdiich applied to the general assembly at its last session for authority to raise money for free schools by popular vote, and the aiiplication failed because that body considered such authority unsafe. LEGISLATIVE ACTION INVOKED BY CITIZENS OF BALEIGIl. In the senate of North Carolina, December 13, 1873, the bill to authorize cities and towns of more than 2,000 inhabitants to establish and maintain free public schools came up as the special order at 12 o’clock. The bill provides that the mayor and council of each city or the commissioners of each city or town of more than 2,000 inhabitants may, at anytime of their own motion, and shall at the written request of any twenty voters in the city or town, submit the question to the electors within the corporate limits of the city or town whether or not free public schools shall be established and maintained within the city or town by a tax upon the property, credits, and polls within the corporate limits thereof. It provides, further, the manner of holding the elections and the levying of the tax, &c. The following letter was read during the debate: “Raleigh, December 11, 1873. “ Sir : At a meeting of the citizens of Raleigh to consicler the subject of public schools in the city, Hon. William H. Battle presiding and General John C. Gorman acting as secretary, the Rev. Joseph M. Atkinson, Rev. A. W. Mangum, and Hon. Wesley Whita¬ ker together with the undersigned, were appointed a committee to make application to tlie general assembly for such legislation as will enable the city of Raleigh tb inaug¬ urate and support by taxation an efficient system of public graded schools, equal, if possible, to the best in the land. _ . “ The meeting very fairly represented the intelligence and the tax-paying power ol our citizens. After a full discussion and with inconsiderable opposition, the following conclusions were reached : ^ i. at, “ (1) That it is vain to expect schools of high character to be sustained out ot tne mea<>-er scliool-fund, and it is not probable that this fund will be soon greatly increased. “ (2) That efforts to supplement this fund by voluntary contributions will be sxias- modic, uncertain, and unreliable. . _ ^ ■, “(3) That the only mode of insuring success is to raise a definite and liberal sum annuallv by taxation on all the taxable subjects of the city. “ (4) That such action will make the capita4 a shining example, which will be copied by other cities andtowns of the State, will lead to influx of population desiring to receive educational advantages, will . thus increase tlie w’ealth of the city so far as to over¬ balance the burdens of the requisite taxation, will dispel ignorance and diminish crime, NORTJI CAROLINA. 303 will proraoto the intelligence, virtue, and usefulness, not alone of the rising generation, hut of the people generally. “ The committee are painfully conscious of the bad state of education in our midst. Probably three-fourths of the children are growing up in mental darkness. Many are learning nothing but how to do evil. The strict discipline of graded schools is needed to supplement the efforts of parents to secure habits of obedience and right course of intellectual and moral training. “The committee therefore venture to express the hope that the general assembly will see fit to enact into a law the bill authorizing cities and towns of more than 2,000 inhabitants to establish and maintain free public schools, or, at least, Vvdll grant such authority to the city of Raleigh. “ With great respect, yours truly, “KEMP P. BATTLE, “ Chairman of Committee. “ Hon. John W. CHNXiNGnA:Nr, “ Chairman of Committee on Education.’’ . What .action was taken on the above does not appear at the time this report goes to press, but the movement is important. SECONDARY INSTRUCTION. Information has been received from twenty-one high-schools and academies, having an attendance of 1,348 pupils— boys 912, girls 436 — with 51 instructors. Of the pupils, 425 were pursuing classic studies and 104 the modern languages. In seven of these schools music and drawing are taught. Fifteen are sustained by religious denominations, while seven are unsectarian. Only one — the New Berne Academy — offers free tuition. Eight are for the exclusive instruction of boys and one is for girls, while the remain¬ ing twelve are for the education of both sexes. The number of public high schools in the State, and the character and condition of the instruction given in them, does not appear in the report of the sui)eriutendent of schools or in the returns made to the Bureau of Education. NORMAL SCHOOLS. The Ellendale Teachers’ Institute at Ellendale Springs and the Williston Academy and Normal School at Wilmington are the only schools reported for the professional training of teachers. The first is aided by the Peabody fpnd, the last is supported by the American Missionary Association. During the past year 98 pupils — 45 gentlemen and 53 ladies — received instruction in these two schools. SUPERIOR INSTRUCTION. The institutions for superior instruction at present in operation are five colleges proper, four of which are for the exclusive education of young men, while one is open to both sexes ; and eleven institutions for the superior instruction of young ladies, designated variously as seminaries, colleges, schools, and academies. Four of the five colleges mentioned are sustained by as many religious denominations, viz, Presbyterian, Lutheran, Methodist-Episcopal, and Baptist, while the Rutherford Male and Female College claims to be “ unsectarian in its influence.” Davidson College, at Davidson College village, had 28 graduates last commencement ; North Carolina College, at Mt. Pleasant, 5 graduates; Trinity College, Trinity, 14 graduates ; Wake Forest College, 7 graduates; and Rutherford Male and Female Col¬ lege, at Excelsior, with 125 students in classic studies — 42 ladies and 83 gentlemen — 5 graduates during the year. These aggregate 406 students in collegiate and 372 in preparatory departments, with 28 instructors and 59 graduates at the last commence¬ ments. The State University, organized in 1795 and suspended in 1871, is still suspended, though reporting grounds and buildings valued at $150,000 and libraries containing 21,700 volumes. A specialty of Rutherford is that, though possessing no endowment, the college in¬ structs all indigent orphans and all ministers’ children, of whatever religious denomi¬ nation, free of charge for instruction, the number of free jiupils during the past year being 50, the previous year 53, and since the first commencement of the college 578. Rush University, an institution for the education of young colored men for tho ministry, is to be established at Fayetteville, under the auspices of the African Methodist Church, as soon as the needful arrangements can be made. Eleven seminaries and colleges for young ladies report a total of 101 professors and instructors, 1,109 pupils, nearly equally divided between the collegiate and prepara¬ tory departments of study. In all these institutions modern languages take tbe })lace of the classie. Music and painting are taught in all except one. Niue are sustained by religious denominations, while two are reported unsectarian. 304 REPORT OF THE COMMISSIONER OF EDUCATION. Statistical suinmarij of unicey'sity and colleges: Names of university and col¬ leges. 1 Corps of instruction. ZC O x o C Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. 5“ 5 2 S t* . ® .5 s Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pio- ductivc funds. Receipts for last year from all other sources. Davidson College . . North Carolina College . Rutherford Male and Female Crvl ]pgp 7 6 11 5 .... 108 114 23 ! 216 ! 94 j $235, 000 $150, 000 15, 000 3, 000 30, 000 150, 000 25, COO $90, 000 11,000 $35, 000 $7, 000 $7, 000 3, 000 3. 000 7, 200 7,000 800 2, 000 9, 000 21, 700 8, 000 Trinity College . University of North Carolina*. W ake Forest College . . 0 46 35, 000 0 1 7 0 30 50 1 100, COO 70, 000 30, 000 2,400 5, 200 * Suspended since 1871. COLLEGES FOR WOMEX. Eleven colleges, seminaries, and institutes report an aggregate attendance of 1,047 students, of whom 229 were in preparatory departments. In live only is the collegiate classification given, and it is as follows: in the freshman-year, 142; sophomore, 103; junior, 45 ; and senior, 33 ; 61 were in partial or special courses and 4 in post-graduate- studies. There were 101 professors and instructors, of whom 28 were gentlemen and 73 ladies. Music — vocal and instrumental — drawing, painting, and French are taught in all these institutions ; in all but two, German ; also two add Italian to this, and one French. Seven have chemic laboratories; six philosophic cabinets; four natural- history-museums ; two have an astronomic observatory ; and one, without the ob¬ servatory, has a telescope; three have art-galleries ; eight have libraries, the largest of which numbers 3,500 volumes, the smallest 300. Siatisiical summary of professional schools. Names of schools for professional in¬ struction. Corps of instruction. 07 B* o p 5. 5 Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds, buildings, «fec. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOL OF THEOLOGY. Trinity College theologic department. . . SCHOOL OF LAW. Trinity College law-department ....... 3 o 5 ..... 17 25 t 1,000 -* SCHOOL OF MEDICINE. College of Physicians and Surgeons.... SCHOOL OF SCIENCE. Agriculttiral and Mechanical College, (department of North Carolina Uni- v-ersityll _ _ $150, 000 * Property not distinct from that of the university. t Not yet in operation. t Suspended. STATE EDUCATIONLVL CONVENTION. In April, 1873, the State-board of education adopted resolutions calling upon the friends of education in North Carolina to meet in convention in the city of Raleigh, on the 9th day of July, 1873, for the purpose of considering and recommending such measures as might be deemed advisable for the promotion of education in the State. NORTH CAROLINA. 305 In answer to this call a convention was held in the hall of the honse of representa¬ tives and continued in session three days. It was coriii)osed of rei)rescntative men of both ol’ the great political parties, of all the leading religions denominations, and of the principal institutions of learning in the State. Hon. W. H. Battle was elected presi¬ dent of the convention. On taliingthe chair he addressed the convention, chiefly upon the subject of the con¬ dition of the University of North Carolina and the necessity of its re-establishmen.t. This, he believed, would contribute, in no small degree, to the advancement and ele¬ vation of common schools in the State. “The constitution places the university under the control of the State and in inseparable connection with the public-school-systcm. It is true that one of the proposed amendments to the constitntion will, if adopted, change this provision, but the change need not interfere with the connection between the university and the common schools. The university is the head of the common- school-system, and if the head is made sound, the whole body will thereby be made sound. All institutions of learning, whether public or x)rivate, whether established for the benetit of the white or colored people, w'ill feel the influence of the university and be made to accomplish the full measure of usefulness for which they are designed.” The following resolutions in regard to public schools were reported by a couimittee, of which Hon. A. S. Merrimon was chairman: “ liesoived, That the dignity and the importance of the educational interests of a people cannot be overestiujated and they may never be neglected but at the hazard of consequences which no friend of humanity can contemplate without fearful apprehen¬ sion. Eesalved, That the general educational interests of this State are deplorable and alarming in a high degree, and are such as to require the noblest and most self-sacri¬ ficing efforts of every true son of North Carolina to relieve her from such serious em¬ barrassment. “ Resolved, That the chairman of the convention appoint a committee of seven mem¬ bers, charged wdth the followffng duties, viz : to prepare and circulate through the State au address to the people showing that the small amount raised by taxation for educational purposes can be most beneficially used by the establishment of a common school in each school-district ; to correspond with members of the general assembly upon this subject and to memorialize that body to pass such law^s as may be necessary to effect the purposes of this resolution ; and to memorialize Congress on the subject of national aid for the Y)roniotion of popular education. “ The committee also recommends that the convention urge upon the clergy, all the public speakers and the press to be zealous and constant in making efforts to arouse people to a sense of the importance of education, and especially of common schools.” These resolutions wmre unanimously adopted. Rev. Neill McKay, D. D., reported a resolution from the committee on the university, to the effect that “ the revival of the university at the earliest practical moment is essential to education in North Carolina.” T. M. Argo, esq., offered the following additional resolution : “ Resolved, That, in the ox^inion of this convention, the early revival of the university, and its establishment in a position of dignity and usefulness, is imx^ossible unless upon a basis entirely removed from the field of religious and political controversy.” Governor Caldwmll moved to amend the resolution by striking out the words “removed from the field of religious and political controversy” and substituting in lieu thereof the wmrds “ impartial in denominational and political representation.” The amendment was accexited by Mr. Argo, and the resolution, as amended, was adopted. Rev. Dr. Wingate, from the committee on normal schools, reported a recommendation that the convention memorialize the general assembly, at its next session, to establish one or more normal schools at such town or city in the State as will subscribe the largest sum to aid in the establishment and maintenance of such schools. J. H. Mills, esq., submitted the following from the committee on compulsory educa¬ tion : “ It is our opinion that the law should secure to children the x^rivilege of learn¬ ing to read and wnlte and of gro^^ing u[) to become wfise, virtuous, and useful citizens ; and that it should restrain the cupidity of selfish x^y-i’euts and masters, w'ho wmuld deprive their children of these advantages.” The following resolution was adox)ted by a majority of the convention : “ That the compulsory ignorance in which some of the children of this State are kex)t is heartily dexdored by this convention and that means for their enfranchisement should be speedily devised.” John W. Norwood, esq., introduced the following preamble and resolution, w^hich were unanimously adox)ted : “Whereas agriculture lies at the foundation of all industrial pursuits and is essential to life and civilization: Therefore, “ Resolved, That a x’l'^ictical elementary treatise on agriculture should be prepared and introduced into the common schools of this State.” 20 E oOG REPORT OF THE COMMISSIONER OF EDUCATION. Rev. Dr. Craven, of the committee on permanent organization, reported a resolution that tlie convention “ now proceed to form a State Educational Association ; and that any re.sident of the State may become a member by causing his name to be enrolled and paying a fee of $1. The report was adopted bj" a unanimous vote. Forty-four names of meml)ers of the convention were enrolled as ineinbers of the State Educational Association and a constitution was adopted for the association. lion. W, H. Battle was unanimously elected president of the association. The other olheers were elected and the association was xiermaneutly organized. Tile executive committee of the State Educational Association was instructed to conler with the superintendent of public instruction, and, if it finds it practicable, make arrangements for the publication of a State Journal of Education. The State Educational Association then adjourned. EDUCATIONAL CONVENTION OF BAPTISTS. An educational convention was held by the Baptists of North Carolina, in Raleigh, February 12, 187J. Rev. Needham B. Cobb addressed those present on The condition of .education in the State and what can be done by the Baptists to improve it.’’ The megns proposed were : first, to create a public sentiment among the people in favor of generareducation by a thorough canvass of every church ; secondly, establish and sus¬ tain Sunday-schools in every church and in every destitute neighborhood, for adults as well as./or children, and imjiiess every illiterate with the idea that it is his Christian duty to learn to read in order that he may study God’s word for himself; thirdly, en¬ courage coiamon schools ; fourthly, endow academies. Among other facts it was mentioned by the sj)eaker that the cost of maintaining the dogs of the State during the year 1872 was nearly six times greater than the sum gxiieuded that year upon public education. LIST OF SCHOOL-OFFICIALS IN NORTH CAROLINA. Hon. Alexander McIver, State-supermtendent of public instruction, Baleigh. 'chairmen of boards of examiners. County. Name. Post-otBce. ■Rev. W. S. Long . . . . Graham, Taylorsville. Gap Civil. J. P. Matheson . David Black . Aslie . ''in J. ©. Wilcox . Jefferson. Washington. Windsor, Dr. D. F. Taylor . David E. Taylor . Smithville. A. M. Penlaiid . Asheville. Rev. Neilsou Falls . Morganton. Concord. D. R Bruton . Cabarrus - - - ..... Rev G. H. Rovtijd . Lenoir. Caldwell - - - — - — - - P ‘Wheeler . Beaufort, Caswell . X^.GV JhCoIi ..... Yancey ville. Newton. M. E. Lo wranco . . . ............ J. W. Hatch . . . Pittsboro’. M. C. King . . . Murphy. Edenton. A. M. Moore . . . . . G. W. Sanderson... . Hayesville. Clay . .* - - - - - - L. N. Durham _ ... _ .... _ _ .... _ _ _ Shelby. Whitesville. Cleaveland. ..... - - — - - c! G. Wyche . . . - . Rev. L. C. Vass . . . . New Berne. Ciaven .... G. \v. Wightman . Fayetteville. ■y. L. Pitts . . Currituck Court-House. Walter F. Dough . . . Manteo. . G, W. Hege . . . Yadkin College. W J Ellis . Ellisville. Rev. Alex. Kirkland . . . . Magnolia, Edward R. Stamps . . . Milton 11. Linville . — . White Roads. M. S. Davis . . . . . . . - . Louisburg. R. W. Sandifer . . . Dallas. Mills L. Eure ......... _ _ _ .................. Gatesville. . P G. Aiken . Fort Montgomery. Rev. J ames B. Floyd ..... .......... _ ...... — Oxford. Dr. Nereas Mendenhall . - . Jamestown. Halifax Court-House. Harnett . . . - . J. A. Spear . . . Harnett Court-House. NORTH CAROLINA. 307 List of school-officials in North Carolina — Continued. County. Name. Post-office. W. J. Wilson . Porks of Pigeon. Hendersonville. Vv^inton. Swan Quarter. Statesville. Webster. W. G. Gatling . Hydfi . Iredell . J. H. Hill . Trenton. Kinston. Lincoln ton. Franklin. Marshall. Williamston. Charlotte. Bakersville. Montgomery. Carthage. Nashville. Wilmington. Jackson. Mitchell "" . - . Nash . A W Tirido'p.rs _ . . . . . . . New Hanover _ _ _ ... _ ... Rev. H B Blake . . . NortliHiupton .................. Onslow _ _ ... _ _ _ _ Richard W^. Nixon _ _ _ _ _ ....... _ _ _ 0 ran ge ........ _ _ _ _ Samuel W. Hughes _ _ _ _ _ _ _ Hillsboro’. Pamlico. _ ... _ Delon H. Abbott. . . . . Vandemen. Pasquotank _ _ _ ... _ _ Paleman John _ _ _ _ _ _ ......... _ Elizabeth City. Hertford. Roxboro’. Greenville. Mills Springs. Asheboro’. T^prqnimans __ _ _ T’ Smith _ _ . . Person _ _ _ _ _ _ J J TiRnsidpll . ... __ _ . _ Pitt . R W Rrown _ _ _ _ Polk . J A. Thorn . . . . Randolph ...... . . M. S. Robbins ....................... _ ...... Richmond . Robeson .. _ _ _ _ _ T> O IVTpTntyrp . . . _ . . . . Lumberton. Wentworth. Salisbury. Rutherfordton, Clinton. Rockingham ......... _ _ W N. Mehane _ .. _ _ _ _ _ Rowan _ _ _ _ _ ....... B F. Rogers . . . Ruthei ford. _ _ _ _ _ W. W. Wallace . Sampson . Prof. B. F. Grady . Stanley . S. J. Pemberton . . . . . . Albemarle. Stokes . Walter W. King ...... . . . . . . Danbury. Mt. Airy. Surry . . •Tames F. Gilmer _ _ _ _ _ Swain . . . D. K. Collins . .... _ _ _ _ _ ............ Charleston. Transylvania . H. A. Adams . . . . .... _ Brevard. Tyrrell . Dr. E. Ransom . . Columbia. Union . S. S. McCauley . Monroe. Wake . W arren . •Tohn E. D]igger _ _ _ _ _ Warrenton. Washington . . . Stewart L. Johnston .... _ _ _ _ _ _ _ Plymouth. McBryd’s Mills. Goldsboro’. Watauga . . . H. Bingham _ ... . . . . . . . Wayne . John Robinson . . . Wilkes . R. W. Barber . . . . . Wilkesboro’. Wilson . B. M. Briggs . Wilson. Yadkin . Rev. M. Baldwin _ _ _ _ _ East Bend. Yaucoy . . . David M. Ray . . . . . Burnsville. 308 KEPORT OF THE COMMISSIONER OF EDUCATION. OHIO. [From report of Hon. Thomas W. Harvey, State-commissioner of common schools, for the year ended August 31, 1872.*] IRREDUCIBLE SCHOOL-FUND. This statement shows the amount of interest on the several funds constituting tho irreducihle school-fund for the year euded December 30, 1871, due and payable to counties on and after January 1, 1872, and paid during the fiscal year euded November 15, 1872. Sixteenth-section-school-fund . $175, 835 2() Tweuty-ninth-sectiou ministerial fund . 6,319 79 Virginia military-school-fund . 11,680 48 United States military-school-fund . 7,216 33 Western-reserve school-fnnd . 15,455 22 Total . . 216,698 71 The amount paid to the Ohio University was $157.24 and to the Ohio Agricultural and Mechanical College, $2,000, making the aggregate amount of interest on the irre¬ ducible school-funds disbursed by the auditor of the State, $219,053.95. FINANCIAL STATEMENT. Balance on hand September 1, 1871 . $2,393,376 86 Received from State-school-tax . 1, 494, 588 02 Decrease from last year . 19, 472 32 Interest on irreducible funds and rents of school-lauds . 248, 194 41 Increase over last year . . . 6, 792 47 Received from local taxes'. . . . 4,933,759 08 Decrease from last year . 14,040 71 Received from sale of bonds . . . 508, 652 55 Increase over last year . 94,780 04 Received from fines, licenses, &c . 234,944 07 Deerease from last year . 13,713 55 Receipts for 1872, exclusive of balance on hand September 1, 1871 . 7,420,-338 13 Increase over last year . 54, 345 93 Total school-resources for 1872, including balance on hand September 1, 1871 . 9,813,714 99 Increase over last year . . . 203, 668 49 Amount x^aid teachers . 4, 219, 500 04 Increase over last year . 111,767 74 Paid for managing and sui)eriutending schools . 129, 615 07 Increase over last year . . . 26, 6*35, 02 Paid for sites and buildings . . . . 1, 428, 964991 Decrease from last year . 88,056 18 Paid for interest on and redemxitiou of bonds . . . 566, 498 4€ Increase over last year . . 142,803 63 Paid for fuel and contingent expenses . 1, 039, 215 18 Deerease from last year . . 64, 0&2 94 Total of expenditures in 1872 . 7,383,856 63 Increase over last year . 129, 127 27 Total of expenditures in 1872, exclusive of amounts x^aid for interest on and redemption of bonds . 6, 817, 358 90 Balance on hand September 1, 1872 . 2, 429, 858 36 Concerning exx^enditures the superintendent says: ‘^1 am satisfied that the amount reported as x^aid for managing and superintending schools, though larger than that rexiorted in 1871, is too small. Such a proportion of the salaries of teachers who devote a x)ortion of their time to suxiervisiou as corresponds to that time should be sexiarated from their salaries and classed as expenditure for sunervision. “ The decrease of $64,022.94 in the amount jraid for fuel and other contingent ex- Xrenses probably results from the fact that last year an amount quite as large, which should have been classed with the amount x^aid for interest on and redemption of bonds, was erroneously charged to tliis item.” *The statistical returaa for 1873 will bo found in tables I and II, at tbo close of tbe report. OHIO. 309 SCHOOL-POrULATION AND ATTENDANCE. White scholastic population — males. 533,703 ; leiuales, 513,268 . 1, 04(5, 971 Increase from last year . . . 15,206 Colored scholastic population — males, 13,348; females, 12,955 . 26,303 Increase from last year . 20 Total scholastic population . . . 1,073,274 Increase from last year . 15, 226 Scholastic population between the ages of 16 and 21 . 218, 667 Scholastic population between the ages of 5 and 16 . 854, 607 Number of males enrolled in public schools . . 5570 , 7 1 9 Number of females enrolled in public schools . 338, 081 Number of pupils re-enrolled . . . 14, 452 Total enrollment, deducting number re-enrolled . 694, 348 Decrease from last year . . 23,5522 Number of pupils enrolled between the ages of 16 and 21 . 85, 309 Number of pupils enrolled between the ages of 5 and 16 . 609, 039 Per cent, of enrollment on enumeration . 65 Per cent, of enrollment on enumeration between 5 and 16 . 72 Average daily attendance of males . 210, 818 Average daily attendance of females . 197, 720 Total daily average attendance . ' 408, 538 Per cent, of average attendance on enrollment . 58 Per cent, of average attendance on enumeration . 38 CLASS-SCHOOLS AND PRIVATE SCHOOLS. Class-schools comprise schools where instruction is given in the German language exclusively and schools composed exclusively of colored children. A school which ranks below an academy or high school, and receives no support whatever from public- school-fuuds, is called a private school. The following are statistics of such schools in the State : Number of pupils enrolled in German schools . 4, 899 Decrease from last year . 581 Number of pupils enrolled in colored-schools . *. 6, 455 Increase over last year . 635 Whole number of pupils in class-schools . 11,5354 Number of pupils enrolled in private schools . 8, 386 Increase over last year . 2, 441 Whole number of pupils in private and class-schools . 19, 740 Number of teachers in German schools . 67 Decrease from last year . 24 Number of teachers in colored-schools . . . , 163 Increase over last year . . . . ' 18 TEACHERS AND TEACHERS’ PAY. Number of male teachers . 9, 718 Increase over last year . 155 Number of female teachers . 12, 343 Decrease from last year . 201 Whole number of teachers employed . . 22, 061 Decrease from last year . 46 Number of teachers necessary to supply the schools . 14, 788 Changes of teachers during the' year . 7, 273 Number of permanent teachers — males, 3,070 ; females, 4,015 . 7, 085 Decrease from last year . 495 The following are the average monthly wages of teachers in the dilfer- ent schools : Male teachers in township primary schools . $39 Female teachers in township primary schools . 26 Male teachers in township high schools . 64 Female teachers in township high schools . 43 Male teachers in separate district primary schools . 58 Female teachers in separate district primary schools . 36 Stale teachers in separate district high schools . 81 Female teachers in separate district high schools . 56 310 KEPORT OF THE COMMISSIONER OF EDUCATION. teachers’ certificates. Number granted for 24 months : to gentlemen, 367 ; to ladies, 178 . 545 Number granted for 18 months : to gentlemen, 1,468 ; to ladies, 1,025 ... 2, 493 Number granted for 12 months : to gentlemen, 4,386 ; to ladies, 4,027.... 8, 413 Number granted for 6 months : to gentlemen, 4,182 ; to ladies, 5,098 .... 9, 280 Whole number granted : to gentlemen, 10,403 ; to ladies, 10,328 .. 20, 731 Increase over last year . 902 Number who failed in examination : gentlemen, 2,103 ; ladies, 2,526 . 4, 629 Number of colored persons who applied for certihcates : gentlemen, 117 ; ladies, 117 . 234 Increase over last year . . . 41 SCHOOL-TERM. Number of weeks’ school required by law . . . 24 Average number of weeks primary schools were in session in townships. 26. 37 Average number of weeks high schools were in session in townships _ 26. 55 Average number of weeks primary schools were in session in separate districts . . 34. 18 Average number of weeks high schools were in session in separate districts 34. 39 Average number of weeks common schools were in session in the State.. 30. 37 SCHOOL-DISTRICTS AND SCHOOL-HOUSES. Number of school-districts, township and separate . 1, 893 Number of subdistricts in townships . 10,695 Nunjber of school-houses erected during the year . 566 Cost of school-houses erected during the year . $893, 422 Whole number of school-houses in the State . 11, 665 Total value of schooDhouses in the State, including grounds . $17, 168, 196 Increase over value of last year . . . |2, 179, 584 Number of common-school-rooms in the State . 14, 201 Increase over last year . 15 NET COST OF EDUCATION FOR THE YEAR. # In townships, total cost, less amounts paid on permanent property in 1872 |2, 913, 825 00 In separate districts, total cost, less amounts paid on permanent property in 1872 . . . 2,479,396 00 In the State, total cost, less amounts paid on iiermanent property in 1872 5, 393, 221 00 In townships, average cost per pupil on year’s expenditures, net, in 1872. $10 62 In separate districts, average cost per pupil on year’s expenditures, net, in 1872 . 18 48 In townships, average cost per pupil on year’s expenditures, net, in 1872, including 6 per cent, on estimated value of permanent im¬ provements . 12 11 In separate districts, average cost per pupil on year’s expenditures, net, in 1872, including 6 per cent, on estimated value of permanent improvements . 23 11 In the State, average cost ^mr pupil on year’s expenditures, net, in 1872, including 6 per cent, on estimated value of permanent im¬ provements . 15 72 AVERAGE RATE OF LOCAL TAX FOR COMMON SCHOOLS. Average number of mills on each dollar, local levy, in townships, for schools in 1872 . . 3. 04 Increase over last year . . . — .02 Average number of mills on each dollar, local levy, in separate districts, for schools, in 1872 . 6. 37 Increase over last year . .18 THE TOWNSHIP-SYSTEM. The system inaugurated by the act of March 14, 1853, is a compromise between the independent subdistrict-system in force XH'rofes- sional tnehers need. To secure tl)e best results, the organization and conduct of both county- nd district-institutes should be intrusted to a board of managers composed of men whoiave had long and successful experience as teachers and lecturers.” The work could the. be defined and classified and institutes made more popular and efficient than they are n)w. The sug^stion made in the last annual report, that the schools of each county be closed duriig the week a county-institute is held and the teachers required or per¬ mitted to atteid it without loss of wages, is repeated. SCHOOLS FOR COLORED CHILDREN INADEQUATE. Adequate profision is not made for tlie education of the colored youth of the State. In many districti, where the number of such youth, by enumeration, is less than twenty, the openition ofifie school-law practically deprives them of educational privileges and advantages. Mentpn is made in some of the county-reports of neglect and unfair dealing on / 314 REPORT OF THE COMMISSIONER OF EDUCATION. the part of boards of education in respect of the colored population. One auditor states that in his county there is but one board of education that provides the same number of weeks’ school for the colored youth as for the white. Two districts in this county provide, respectively, twenty -six and twenty-eight weeks of schooling for white youth and only twelve weeks for colored. WHAT Sri.VTL BE TAUGHT IN OUR PUBLIC SCHOOLS? “ The authors of our public-school-system undoubtedly thought that our schools ought to furnish such an education as would enable the youth of the country to act intelligently as citizens, to fill places of trust and responsibility, and to transact the ordinary business of life readily and accurately. From the fact that they made ade¬ quate provision for the establishment and maintenance of schools of a higher grade than the common or primary school, it is inferred that they fully appreciated the value and importance of liberal culture and that they considered the encouragement and support of all practicable schemes for the dissemination of knowledge among the peo¬ ple a pro pei' function of government. “A practical hRowledge of the so-called common branches can be obtained by the average pupil before he ought to be removed from school and its restraining influences. Hence, in our best schools some provision is made for instruction in other branches. Oral lessons in botany, chemistry, physics, &c., are now given in the lower departments of most of our graded schools. Being continued through successive years, they aflbrd opportunity for teaching many things of great practical value to the farmer, mechanic, and business-man, of which pupils unable to complete a high-school-course of study might otherwise remain ignorant. Instruction of this kind ought to be given in every school in the State. The unwisely conservative, who cling with such tenacity to the ‘ good old ways,’ should remember that progress pays no respect whatever to myths and traditions. While thought is reforming abuses in government, sweeping away anti¬ quated systems that have outlived their usefulness, and science is revolutionizing the industries of the world, it is not probable that the school-room, with its traditional methods of instruction and management, will be let alone.”* MORAL INSTRUCTION. ‘‘No person who has not obtained a ‘certificate of good moral character^ from a board of examiners can be legally employed as a teacher in the common schools of Ohio The standards of moral excellence differ widely in different counties,- and it is to b( feared that some examiners do not imy due attention to this salutary provision of th) law. Public opinion, however, is strongly in favor of excluding from the ranks 'd qualified teachers all who cannot furnish satisfactoiy evidence that they lead blameleiS lives and whose example is not such as youth should follow. The ‘silent example ’is not, however, all that is requisite. Our youth must reeeive direct, positive instructhu in moral science. They must be taught to respect the rights and feelings of others. to obey parents and those in authority, to be kind, truthful, frank, unselfish, chaste, ccar- teous, respectful. They may be instructed in that morality which concerns the fanil}', society, and the State. They may be taught to love the true and the genuine, to late ail shams and humbugs, to have faith in whatever is right, to be honest in busiiess- transactions, to respect those principles of honor upon which all good citizenship usts, and to cherish and practice those virtues which are the beauty and glory of chaijcter. Such instruction as this is not sectarian, and every true patriot and philauthropis will lujoice when it shall be required to be given in every school in the land.” DRAWING. The neglect of this branch is spoken of as the “ great defect in our educational sys¬ tem and the necessity for art-culture in tliose schools where our mecnaues and artisans receive their education, if we would successfully compete with other c'un tries in the manufacture of pros ire ignor;int of the art, it is said : ‘- This objection has really no force whatever, fofno more talent is required to teach free-hand drawing than is needed in teaching permauship or the other common branches.” The successful experience of Massachusetts in th-s respect OHIO. 315 is referred to, and it is also said that the experience of the superintendents of those schools in Ohio in which drawing is taught will conhrin the truth of this statement. The report of the superintendent of the city of Akron contains the following : ‘‘Not the least difficulty io attempting the introduction of drawing was the want of any one properly qualilied to direct the work ; and the entire absence of instruction and ex¬ perience on the part of the teachers very naturally led them to shrink from the under¬ taking. But feeling the importance of culture in this direction, it was determined to make the attempt with such facilities as were at our command. I have no hesitation in saying that the results are more than an equivalent for the outlay.” SCHOOL-HOUSES. The expenditure for building-purposes has been decreasing for several years. The amount expended in 1870 was ^1,391,597 ; in 1871, $1,025,077 ; and in 1872, $893,422, or $498,175 less than the amount expended in 1870. Of the .506 school-houses erected during the year, 519 were in townships, an increase of 17 from last year, and 47 in separate districts, a decrease of 29 from last year. In 1871, a decrease of 81 was re¬ ported in the number of school-houses erected in townships and an increase of 14 in separate districts. Great pains have been taken to obtain reliable returns of the estimated value of school-houses and grounds in the State, and it is belie\;ed that the estimates reported this year are much closer approximations to the true value of that kind of j)roi)erty than those reported heretofore. CINCINNATI. [From report of Hou. John Hancock, superintendent of city-schools.] Altendance. — Statistics of the city-schools show that 75 per cent, of all the pupils on entering school are under 12 years of age and less than 9 per cent, are above 14. A table giving the per cent, of withdrawals of pupils from all the schools at the different ages, estimated on the whole number enrolled at those ages, shows that the best years for x^ermanency in school are from 7 to 9, inclusive. The jirevalence of small-pox during the winter of 1871-’72 reduced the attendance uearly25 per cent. Teachers. — The suxierintendent remarks : “ I am fully persuaded that schools in gen¬ eral are suffering more from defective scholarshii) on the jiart of teachers than from almost any other cause.” It is considered desirable that the board of examiners should in its examinations lay greater stress on methods of instruction and their x)hilosox)hy. It is impossible to attach too much importance to this department of pedagogics. The question is presented for the consideration of the board of examiners whether they should not, after a siiecified time, say one year, requii e candidates to pass an ex¬ amination in the elements of music and drawing, in addition to the branches now on its list. If the regular teachers are to be relied on for instruction in these branches, they should be tested as to their cajiacity for doing the work. It is recommended that all new appointments of teachers be temporary, say for three months, their j)ermauent appointment dexieuding on their success during this period. The German depariment. — The ratio of theirapils studying German to the whole num¬ ber in attendance in the schools is constantly growing. This is not only an evidence of an increasing interest in the subject, but also of confidence in the method of teach¬ ing it. A more systematic pdan for the u]3per grades is considered of great importance, as is also a higher standard of attainment. Pupiils should at the end of their course be able to speak and write the language with correctness and to read the best classics with ease and jileasure. Under the present lack of a settled pffan for the high schools, but few, if any, become able to do this. That pupils X)ursuing the study in the intermedi¬ ate schools have been compelled to drop it for the first year on entering the high school has worked badly. And the other fact, that on taking up the study in the C grade of the latter schools, pupiils of every stage of advancement have been thrown together in the same class, is a still greater dravvback to successful and thorough work. It is recommended that no one hereafter be allowed to begin the study of German in the high schools, but that all pnipils iuteudiug to make this language a iiart of their education, and who have not studied it in the district schools, shall take it up) on en¬ tering the intermediate schools. It is also recommended that such p)up)ils should not only be examined in German for transfer from grade to grade, as is now the case in the district- and intermediate schools, but also for transfer from the intermediate to the high schools. Such an arrangement would be the highest inducement for faithful work in this study. Not only this, but the six years — as a minimum — of systematic study would give results that have not, as yet, been even apiproximated, and which cannot be attained except by a pilan exacting and sharpdy defined in its outlines. As recommended in the last rei)ort, a German-English normal department has been established in connection with the Cincinnati normal school, and at the close of the first course thirteen graduates received their di[)iomas. Drawing. — Last year, under the new rule of the board for teachers’ meetings, it was 316 REPORT OF THE COMMISSIONER OF EDUCATION. arranged to have one of the schools dismissed each afternoon at recess, for the purpose of having the teachers of the schools take a lesson in drawing. At these lessons the teachers divided their time equally in drawing on paper and in drawing on the black¬ board, the latter exercise being especially necessary to fit them to teach the subject. In this way about nine lessous were given in each school during the year. The teachers generally seemed to take hold of the exercises with uiuch spirit, and undoubtedly de¬ rived great profit from them. Quite a number of teachers also took lessons on Satur¬ days. The Cincinnati day-schools are now behird none in their drawing. One point abso¬ lutely essential to the success of this department is, that its teachers should receive the hearty co-operation of all the regular teachers. Without the aid of the latter, neither it nor any other special branch cau succeed. It is not surprising that the gen¬ eral public should uot at once correctly estimate the value of these branches, but that professional educators should fail to do so is matter of special wonder. The Cincin¬ nati board of education has been the leader in this movement for instruction in art and has manifested at no time since it entered into it any inclination to abandon it. Music. — The examination this year wms considerably more difficult than that of the previous year, and the pupils were required to be more prompt in their answers and in their singing of exercises at sight. Altogether, it evidenced commendable progress and showed the wisdom of the board in appointing a superintendent of the department, thereby unifying and harmonizing the work of the teachers. An effort is being made to correct the fault that has hitherto characterized the singing of our schools, particu¬ larly in the lower grades: the overstraining of the voice by too loud singing. Voice- culture ought to occupy a greater share of attention in our musical instruction than it has heretofore done. Geography. — The course of instruction in this branch has for the last few years been undergoing a gradual change. Formerly the course was largely confined to local ge¬ ography, especially in the district-schools. At present local geography occupies but a subordinate place, and the syllabus for instruction in it has been abandoned in all the grades in which geography is tamrht, except the lowest. Descriptive a,ud phys¬ ical geography have been made to take the x>lace of local geography. No branch has seemed so sterile of valuable results as local geography, while, on the other hand, the study of descriptive and physical geography vitalizes the thinking powers to a greater extent, perhaps, than any other branch taught in the public schools. Night-schools. — Although the enrollment of pupils in these schools last year was con¬ siderably larger than that of any previous year, the per cent, of attendance was smaller. A part of this falling olf may, perhaps, be attributed to the prevalence of small-pox during the winter- months. This irregularity of attendance is the great drawback to the success of night-schools. Any scheme that w'ould in part remedy this defect would insure a more favorable result in the working of these schools than it has been possible hitherto to attain. The larger part of the irregularity is among the younger pupils, whose powers of endurance seem scarcely sufficient to carry them through the labors of the day and two hours’ mental application at night. The older the x^upils the more reg¬ ular their attendance and the greater their diligence and interest, and it is questioned w'hether the minimum age for admission might not be raised a year or two with ad¬ vantage to the morale of the schools. An efficient means of lessening the irregularity of attendance will be always to have instruction full of vitality. No droning book-methods will answer. Pupils cannot be held in the schools if such are adoj)ted. For this reason only teachers of the first rank must be employed. An attemx)t was made during the winter to limit the number of I>upils to each teacher in the night-schools to twenty. As the teachers of the night- schools must come from the coix)s of day-school-teachers, five nights a week is con¬ sidered too much, and it is recommended that hereafter there bo no school on Wednes¬ day night. The committee joins with the superintendent in recommending that the branches taught in the night high school shall be elective by the scholars; they also recommend that to secure the best teachers for this school some addition be made to the salary heretofore paid. The superintendent recommends a sup^dy of drawing-stands, jjat- terns, models, &c., so that drawing maj’" be taught in this school under the best possi¬ ble conditions. Cincinnati It is a matter of regret that this institution is not ready for })upils and that it is uncertain when the directors will be able to set it in operation. Laboring, as they have been, under almost insuperable obstacles in x)uttiugintoxierma- nent productive shape the magnificent bequest for the establishment of the university, still it is to be hoped that these preliminary arrangements are nearly complete and that some, at least, of the departments may soon be ox^ened. Public library. — The circulation of books has nearly doubled and the use of the reading-rooms has more than trebled during the year. The donations of books have more than doubled and many of them have been received from Europe. The addi- OHIO. 317 tioiis to the library during the year include 1,208 volumes in French and 1,G74 in Ger¬ man. Before the expiration of another year the main library-building will be com¬ pleted. This will be the largest and, save one, the only yh'c-j>roo/ structure for librai’y- purposes in the country. CLEVELAND. [From report of Hon. Andrew J. Kickoff, city-snperintemlent.] Stuchj of German in Ihc public schools. — The raj)idity with which the German depart¬ ment has grown, the general gratitication which has been manifested on account of its introduction, the unabated su[)port w'hich it has received in the board of education, the uninterrupted harmony which has existed between the Englisli and German cori)S of teachers, are all justly held to be evidences of the wisdom of its establishment in the Cleveland schools. In answer to the question sometimes asked, wdiether the study of the German does not retard the progress of the pupil in his English studies, the su[)er- intendent says that, 'while doubtless there are exceptions to the rule, the careful observation of twenty years establishes the fact that children who study the German language for the first four years of the school-going age half the school-hours of each day, and for the remaining period three-ijuarters of an hour per day, reach the seventh class in the school-curriculum at an average age less by one year than those who study the English language alone. Tlie lessons of the jirimary German classes are from 45 minutes to 2 hours in length dailj'. The grammar-classes have one lesson of 45 minutes daily. There are 91 classes, 95 consisting of both German-speaking and English-speaking pupils, 30 consisting only of German- and 26 only of English-speaking pupils. The German teachers have held meetings for improvement once a fortnight. Special superintendence of primary instruction. — At the beginning of the last school- year, two ladies who have made a special study of primary instruction, who were fa¬ miliar with its processes and comprehended its purposes, were appointed su})ervisors of the two lower primary grades. The movement has proved even more prolific of good results than w'as anticipated. It has given a unity of design and secured a uniformity of results in the work of the primary grades which was not before supposed to be pos¬ sible, and, in all that belongs to educat on proper, discipline, and culture, it has more than doubled the efficiency of the schools. Adaptation oficomen to the work of supervision. — When women were placed at the head of the grammar-schools and again when the special superintendents of primary instruc¬ tion were first appointed, grave apprehensions w^ere entertained by some as to their seeming, in the performance of their dnties, the deference and respect from their sub¬ ordinates which would be accorded to men in these positions. All such apprehensions have proved entirely groundless. The harmony which has prevailed since these changes have been made has been without precedent in the schools, certainly for many years. Corporal punishment. — Corporal punishment is allowed by the rules of the school, which also provide that “ all cases of such punishment shall be reported to the super¬ intendent, according to the form and requirements of blanks, to be furnished by him for the purpose.” The fact that a report of the infliction of corporal punishment of every kind is re¬ quired, that this report is placed on file, and that it is subject to review and com¬ parison from month to month, and the consequent demonstration of the fact that the “ maximum of punishment indicates the minimum ability on the part of the teacher to govern and control her pupils,” has gone far towards suppressing it. The number of cases has been gradually but steadily reduced, until, at the present time, they are not more than a tenth of what they formerly were, though the attendance upon the schools has been almost doubled. The change is regarded as more satisfactory than if it had been the result of prohibitory action on the part of the board of education. The statistics given in the report of the schools of Cleveland for the autumn of 1873 are as follows: children of school-age, (6-21,) 36,601; enrolled in schools, ([mblic, 15,515; private and parochial, 7,686,) 23,201. Schools, primary and grammar, 23; high, 3; evening, 3 — total, .29, besides 4 private and 15 church-schools, making a grand total of 48. Teachers in public schools, (male, 13; female, 221,) 234. Besides these, 4 males are employed as special teachers, 1 for music, 1 for drawing, 1 for penmanship, and 1 for gymnastics, 'while 2 act as assistant superintendents, making the whole number of males employed 19. The two ladies employed as special sui)eriutendents of primary instruction may also be added to the female force, making the number of women 223 and the whole number of regular and special instructors 242. The sala¬ ries of teachers ai’e from $400, the minimum per annum for female teachers in the pri¬ mary schools, to $3,000, tlie maximum for male principals in the high schools. The school-income, including a balance on hand from the last school-year of $95,949.43 and a library-fund of $8,315.51, is $349,383.33. The expenditures, including $9,658.95 for sites and buildings and $4,863.36 for libraries and apparatus, have been for the past school-year, $234,030.10. Latin and Greek, as well as German, are taught in the schools. Thirty of the pupils are known to be prex)aring for college, and almost all are instructed in drawing anti vocal music. 318 REPORT OF THE COMMISSIONER OF EDUCATION. COLUMBUS. [From report of Hon. Robert W. Stevenson, city-superintendent. ] The enrollment and attendance of pupils during the past year has been larger than ever before. Few parents have complained of injustice or other wrong ; no case of cruel or excessive punishment has been reported; no expulsions and but few suspen¬ sions have been found necessary. School-officers and teachers have worked faithfully and with zeal. No opj)ortunity was offered the teachers for the better preparation of themselves for school-work which they did not cheerfully and eagerly embrace. When required to spend an hour or two hours, after a hard day’s work, a.t a teachers’ meeting, they did it willingly and with an evident desire to learn. The number of teachers whose day’s work ended Avith the close of the daily sessions of the school was few. Drawing has been taught in all the lower grades of the schools, Avith varying suc¬ cess. The teachers have little knowledge of the subject, and, liaAiug no special teacher, the results Avere good, bad, and iudifLereut, in accordance Avith the interest and effort of the teachers to prepare themselves for giving instruction. The results of teaching botany and physics in the grammar-school-grades demon¬ strated fully the wisdom of the board in giving them a place in the course of instruc¬ tion. About one hour a Aveek Avas set apart for teaching the elements of these sci¬ ences. In the Germ an -English schools there were registered 1,717 pupils, all but about 100 of Avhom were children of German parentage. The only distinguishing feature of these schools from the other schools of the city is the study of the German language. During the ffrst few mouths of the children’s attendance at school all instruction is given in German, the language used in the honies from which they come. The teacher, in her conversation witli the children, adheres closely to the German until the study of Eng¬ lish is begun, Aviiich is when too great confusion will not arise from the introduction of another language. The elements of both the German and the English are taught phonetically and the transition from one to the other is easily made. PTom this point both languages are carried along together, the teacher sometimes giving instruction in all branches of study in German and sometimes in the English language. In the primary grades as good results are not secured as in the purely English schools, but the pupils who remain in school long enough to complete the grammar-school-course are, at the end of the course, equal in scholarship jto the pupils in the English schools, having a fair knoAvledge of German in addition. DAYTON. [Froixi report of Hon. Warren Higley, city-snperintendent.J Course of stnclij. — In the district-schools the course of study is divided into eight grades, occupying the same number of years. Reading, in the lowest grade, is taugnt by the phonic method. In the sixth year the elements of botany are taught and in the seventh the elements of natural philosophy. These lessons have proved both in¬ teresting and profitable. The district-school-conree prepares for the entrance-exami¬ nation to the high school. There are four distinct courses of instruction for the high school : the Latin-Euglish ; the German, French, and English ; the college-preparatory course; (each of four years;) and the English course of three years. The first course prepares far entrance to any of the colleges of the State where Greek is not required as one of the conditions. The college-preparatory course will fit pupils for entrance to most of the eastern colleges or to those in the \Vesr, requiring Greek. A feature of the district-schools is the semi-quart eil}- written examinations. These are the onlj^ records by which the standing of the pupil is determined. Class-records are dispensed with. German-Englisli instruction. — One-third of the school-attendance belongs to the Ger¬ man depar tment. The pupils are chiefly of German parentage and are taught alter¬ nately a half day in English and a half day in German. This German instruction con¬ tinues through the first seAren years of tbo district-schools, and it is found that the pupils thus taught in the two languages enter the last year of the course with an average age no greater than that of the English pupils. This is accounted for on the ground that the continued study of two languages necessarily creates an activity of mind that gives greater strength to the mental faculties, and hence increased ability for acquiring knowledge. Music. — Music is taught as a science, from the lowest to the highest grade. This de¬ partment is in charge of a professor, Avho instructs the teachers in his method. Every teacher gives the daily lesson and is responsible for the progress of her pupils in this as in any other study. Normal school. — The city normal school has been in operation three years. The course of instruction and practice extends through one year. Pupils entering this school agree to teach' in the public schools' of Dayton for two years after their gradu¬ ation, provided their serviees are required. There have been forty graduates, of whom thirty-two are engaged in the schools. OHIO. 319 Jfomen as pnndpaJs. — The experiment of employinf? women as principals, inangn- rated in Dayton at tlie beginning of last year, has more than justitied the wisdom of the board in making so sudden and sweeinng a change. Instead of the insubordina¬ tion and disorder predicted by many, there has been an increase of order. All details of school-management have been attended to with that scrnpnlons care which ])re- vents irregularity and inefficiency in the workings of a large school. The siibordi- nate teachers at once yielded the respect due to the position and evinced their confi¬ dence in the new system by the ready assent given to ail requirements of the lady principals. Notwithstanding the fact that the principals taught the subjects of the highest grade for the first time and attended also to the general order of the building, the teaching has been as thorough as in former years. Hamilton citii-schools. — The enrollment for the past year was 1,616; average number belonging, 1,178; average attendance, 1,114; per cent, of attendance on number en¬ rolled, 69; per cent, of attendance on average number belonging, 94.5. The school-accommodations have hitherto been entirely inadequate. A building is now in process of erection which will afford seating capacity for nearly 600 pupils. The cost of this building is estimated at $60,000. There are four school-departments: the primary, with three grades; intermediate, two grades; grammar, two grades; and high school, four grades. Music, drawing, and ohject-lessons. — Music/ is taught under the direction of a special teacher. Bartholomew’s system of drawing was introduced about three years ago, but the result was a failure, owing to the fact that the work of instruction was left entirely to the regular teachers, very few of whom had any knowledge of this branch. Object- lessons and language-lessons occupy a prominent place in the course of study, but the instruction has not been altogether satisfactory. German- English instruction. — A German-Euglish department, in connection with the public schools, has been in operation since 1854. Fully one-third of the pupils enrolled receive German instruction. A higher per cent, of attendance is obtained in these schools than in those purely English, thus showing the estimation in which school-ad- vantages are held by the Germans. The discipline in these schools is far from being satisfactory and the English instruction (given by German teachers) is a partial fail¬ ure. It is recommended that English teachers be employed for the English branches, and it is considered probable that this method of instruction will be adopted at an early day. The course of studies in the high school extends over a period of four years. It has lately been reorganized — made less restrictive and more elective — and the school has thereby been rendered more popular without lowering its standard. Teachers* pay. — The highest annual salary paid any teacher is |950; the lowest, $450. It is in contemplation to raise the salaries of teachers in the lower grades, their work being considered as important, fully as difficult, and requiring the same amount of teaching power and experience to perform it successfully as the work of the higher grades. TOLEDO. [From report of Hon. D. F. De Wolf, city-superintendent.] Growth of the school-system. — This will be seen from a comparison of the present School-sratistics with those of 1864. At that time there were only 24 schools and 33 teachers, with 2,217 pupils enrolled during the year, out of an enumeration of 5,392, the term-enrollment in the four classes of the high school being 61. In j anuary, 1866, the German schools then existing were adopted into the public-school-system, and since that time others have been added to meet the wants of this class. With these addi¬ tions, the growth of the city, and a constant effort to induce all children to attend the schools — clothing in very many cases being provided, through private benevolence, for those who could not otherwise attend — the number of schools has reached 80, the number of teachers 100, and the number of pupils 6,572, or 62 per cent, of the mean between the 10,236 and the 10,860 youth enumerated in 1871 and 1872. The term-en¬ rollment of the three classes of the high school is 181. Erening-schools. — These are maintained by the board of education three nights each week during the winter, for those only who cannot attend a day-school. The number of pupils enrolled was 315; average weekly enrollment, 247; average nightly at¬ tendance, 180. Catholic church- schools. — In the Catholic church-schools about 1,200 pupils are enrolled. Employment of children in manufactories. — The growth of such manufactories as em¬ ploy juvenile help is already affecting the per cent, of youth attending the schools. In one of these were found nearly 100 youth between 11 and 16 years of age and in each of several others a large number. ZANESVILLE. [From report of Hon. Alva T. Wiles, city-superintendent.] City-schools. — The per cent, of average attendance on the total enrollment has been 71 ; the per cent, of average attendance on the average enrollment, 93; the per cent, of punctuality, 99.71 ; per cent, of enrollment on enumeration, 6-16, 80. 320 EEPORT OF THE COMMISSIONER OF EDUCATION. The schools are aiTaaged in four departments. The first three years of the course constitute the primary department, the second tliree the secondary, the seventh and eighth tlie senior-department. The high-school-departmeut comprises three distinct courses of study : an English course of four years, a classic course of three years, and a commercial course of two years. Pupils are allowed to take Latin in connection with the English course. Corporal punishment. — There has been a decrease of 22 per cent in the cases of corpo¬ ral punishment during the year. It is recommended that the superintendent be authorized in certain cases to substitute temporary suspension for corporal punishment, which is described as a “relic of barbarism and badge of inefficiency.” Science-lessons.-~Tho> course of lessons in natural science, adopted a year ago as part of the course of instruction, has proved a source of great interest and has been of no small value. Drawing. — The only exercises in drawing are those given in connection with the les¬ sons in natural science in the secondary and senior grades. Drawing as a branch of systematic instruction is commended to the attention of the board. THE NEW SCHOOL-LAW. The following are some of the more important features of the school-act passed by the Ohio legislature at its last session : The State is divided into five classes of districts: (1) city-districts, to consist of cities of 10,000 inhabitants and over ; (2) city-districts, to consist of cities of less than 10,000 inhabitants ; (3) village-districts, composed of incorporated villages ; (4) town¬ ship-districts, of organized townships ; and (.5) special districts, being existing districts not included in the four classes above named. All school-districts are constituted “bodies politic and corporate,” with sole and ex¬ clusive control of educational matters, including the full title and ownership of all real estate and all other property now used or hereafter to be acquired tberefor. This is considered one of the most important features of the law, in that, while it invests boards with every needed power for independent action, it will also definitely fix re¬ sponsibility for any failure in administration. City-districts are rdaced entirely in the hands of boards of education, index)endent of city-councils. Each board is required to establish a sufiicient number of schools to provide for the free education of the youth of school-age within the district and may provide schools of higher grades than primary, and shall continue the same for not less than twenty- tour nor more than forty-four weeks in each year. Special provision is made tor chil¬ dren at “ children’s homes” established at county-infirmaries. Provision is also made for evening-schools iu cities and villages. Boards of education are to determine courses of study and text-books, provided no book shall be changed within three years after adoption without the consent of three- fourths of the members of the board. U])ou the request of seventy-five freeholders, residents of the district, representing not less than forty pupils, the German language may be taught, j^rovided that all branches shall be taught in the English language in such schools. Full control of schools, including the a]3pointment, direction, and dismissal of super¬ intendents, teachers, &c., is conferred upon boards of education, provided that in townships the local directors shall have the appointment and control of teachers in their local schools. No mernber of a board of education shall receive compensation for his services, ex¬ cept as clerk of the board. All youth between 0 and 21 years, being children, wards, or apprentices of actual residents, are entitled to full riglits of the schools; and no pupil can be suspended from school-privileges longer than may be necessary to bring the case before the board or local directors, nor expelled, except by a two-thirds vote, and then for the current term only. The State-commissioner is to appoint a State-board of examiners, authorized to issue life-certificates to such teachers as may pass the required examination. These certifi¬ cates shall sui^ersede all necessity for other examinations or certificates. County-boards of examiners are to be appointed by the probate judge and to grant certificates good for six, twelve, eighteen, and twenty-four mouths within the county. The State-commissioner shall be chosen by the people once in three years, the first election to take place in 1874. Teachers’ institutes are provided for in counties and funds appropriated for their support. These shall continue not less than four days. Teachers may dismiss their schools for the x)urpose of attending iustitutes. There is to be an annual levy of one mill on the dollar of valuation on the grand du¬ plicate for school-purposes. This law is considered to be, on the whole, a great improvement on the disjointed and confused legislation which it supplants OHIO. 321 PAROCHIAL SCHOOLS. These are sustained by the churches, and most of them hy the Eoman-Catholic Church. A few are supported by the German Lutherans and occasionally one by otlier denominations. The number of these schools in Ohio is 446, with an enrollment of 40,881. The average attendance is estimated at about half the enrollment. WOODWARD HIGH SCHOOL, CINCINNATI. It appears that 20 per cent, of the pupils have been withdrawn during the year, a largo part of them from inability to do the work of their grade. It has become an im¬ portant question how to retain these pupils for a longer period. The plan proposed is to make three daily recitations the standard requirement for advancement from grade to grade. One-half the time in school is thus reserved for the preparation of lessons. The additional requirements for admission, recently adopted by some of the eastern colleges, and especially Harvard, will i3revent classes from being thoroughly prepared to enter at the end of three years. It is, therefore, recommended that tbe classic course be extended to four years. HUGHES HIGH SCHOOL, CINCINNATI. The enrollment of this year has been the’ largest in the history of the school, 425, an increase of 69 over last year. The graduating class numbered 37. The principal of this school joins with the principal of the Woodward High School in recommend¬ ing the reduction of the number of studies required to three per day, and for substan¬ tially the same reasons. CENTRAL HIGH SCHOOL, CLEVELAND. This school reports 216 pupils and 8 teachers. The permanency of school-member¬ ship for the past three years shows a gratifying improvement in that respect. Thirty- five pupils graduated at the close of the year, of whom 10 were graduates of the four- years course and 25 of the three-years course. WEST HIGH SCHOOL, CLEVELAND. Various circumstances have hindered the efficiency of this school, but it has never¬ theless done a good vfork and exerted a strong local influence. There is now a larger number of candidates preparing for admission to this school than ever before, and hopes are entertained that it will soon equal the Central High School in every respect. PREPARATORY SCHOOLS. Chickering Institute, at Cincinnati, said to be the largest boys’ school of similar grade in the West, and the preparatory department of Oberlin College have an aggre¬ gate of 758 pupils preparing for college, of whom 560 are in the classic course and 198 in the scientific. In advanced classes there are 397 ; in senior, 78 ; in junior, 110'; in middle, 149 ; and in fourth grade, 34. Chickering Institute, with 274 pupils, has a library numbering 500 volumes, an excellent chemic laboratory and ciibinet of natural his¬ tory, a philosophic apparatus, and a gymnasium. The preparatory department of Oberlin has 484 pupils in classic studies ; it possesses a cabinet of natural history, a philosophic cabinet and apparatus, and a gymnasium. The library belonging to the college is used by the school. OHIO CENTRAL NORMAL SCHOOL. The regular course of the normal department occupies two years. There is a shorter or “ school-district-course,” which may be completed in ten weeks, and is designed, with the one-year academic course, to accommodate teachers who wish to review their studies and methods of teaching during the fall-term preparatory to entering upon their winter-schools. The academic department comprises three courses ; an English course of one year, a Latin and English course of two years, and a classic course of two years. A Kindergarten is organized in Columbus, where, by special arrangement, those who belong to the normal department, and who possess the requisite qualifications, may learn the art of instructing in Kindergarten at one-half the usual rates, the time ranging from six mouths to a year, two lessons per week, one in theory, given at the normal school, the other in jiractice, in the Kindergarten. - There is connected with the institution a model school, including all the depart¬ ments from the primary to the high school. Diplomas will be awarded those who complete the entire course, academic and nor¬ mal. Certificates will be granted to others according to time of attendance and profi- (fiency. 21 E 322 REPORT OF THE COMMISSIONER OF EDUCATION. CIXCIXXATI XOEM.VX SCHOOL. The proportion of the pupils entering the normal school that are graduates of the city high school is constantly increasing. This year 27 per cent, of the admissions had completed the higli-school-course ; last year but 12 per cent, were graduates of these schools. During the year there has been established in the normal school a department for the training of German teachers.. These will, for the future, have the same advan¬ tages enjoyed by the English teachers, aud this justifies the hope of great improve¬ ment in the present high standing of the German-English schools. A class of sixteen w'as admitted. Thirteen graduated at the close of the year and were immediately ap¬ pointed to positions. The course of study has consisted of German grammar, transla¬ tion, composition and literature, methods of teaching, English grammar, and composi¬ tion. Drawing, penmanship, and music are taught the same as in the English dej)art- meut. The normal school now occupies rooms in one of the district-school-buildings. The principal urges the necessity of better and increased accommodations. During four years the number belonging has increased from 25 to 70 ; the number of instructors, from 2 to 7 ; the number of classes, from 1 to 5 ; aud the number of practice-rooms, from 2 to 8. It is found necessary to conduct two or three recitations in one room at the same time. The impossibility of doing thorough work in this way is strongly set forth. NATIOXAL XORMAL SCHOOL, LEBAXOX. Over 1,600 pupils from thirty different States have in some years studied in this school. For 1875 it reports 1,506 as the number attendant during the last schoolyear, of whom 457 were in the preparatory, 90 in the scientific, and 15 in the classic year. The number of resident instructors is 17 5 the number of graduates for the year, 44 ; since orgaui-’ zatiou, 259. Its library consists of 3,250 volumes, of which 100 are on pedagogics. Thirty- live educational journals aud magazines are taken. Drawing is taught from real ob¬ jects; the natural sciences are assiduously cultivated ; music, vocal and instrumental, is attended to ; and there is a good working laboratory and philosophic cabinet and apparatus. XOEMAL IXSTETJCTIOX. The report of the State-rsuperintendent says on this head : “ Nearly one-third of our teachers leave the profession each year to engage in other employments. Of the many thousands required to supply our schools, a few hundreds only intend to become profes¬ sional teachers. The expediency of establishing special training-schools of high grade, with complete exhaustive courses of study for the large non-professional class, may be questioned. The tax-paying population demand less expensive agencies than these, and it is the duty of statesmen to ascertain, if possible, what they are aud whether they cannot be successfully employed.” jNIost of the non-professional teachers are undergraduates of high schools, academies, seminaries, aud colleges, aud have enjoyed no other educational advantages than those furnished by the couutry district-school. The question to be considered, then, is. What agencies are best calculated to fit and prepare the largest number of these teachers, iu the best manner Y)0ssible, all circumstances considered, for their work? Private enteiq^rise and State-munificence have done much towards Y>roviding facili¬ ties for obtaining a certain amount of SY^ecial training. So-called “normal schools” have been established by individuals and corporations iu almost every State. The ob¬ jection to these is that “ instruction in methods is made subordinate to the acquisition of scholastic attainments.” “ City normal schools,” it is said, “ should not be cast in the same mold. The special w'ants of no two communities are alike.” But whatever the character or limits of the instruction, it “ should be x)urely Y^rofessional.” These schools answer the end of their establishment in suY)Y>lying the demand for conqietent teachers in all grades of the city public schools. “ The case is far different with State normal schools. Comparatively few of the non- professional class of teachers will voluntarily avail themselves of their advantages. But they are needed as training-institutions for those ambitious audj^ersevering enough to aim at the highest excellence iu the j)rofessiou of their choice and because they are indisY)eusable to the existence of other agencies by which the uon-Y)r(ffessioual class may be trained more or less thoroughly for their temj)orary calling. The graduates from this institution will be employed as teachers in the better class of town, village, aud couutry schools. Many of them w'ill organize and teach normal classes and repeat to others the lessons they have learned at their alma mater. Large numbers of non- professional teachers will be their pupils, will become imbued with their spirit, and use in school-work such methods as they recommend. In this way, both directly and indirectly, the normal school will exert a wide and healthy influence. It will be a purely professional school', not an academy or college with a normal deYtartment at- OHIO. 323 tacbecl, and in due time will become tbe acknowledged bead of our scbool-systein, controlJiug, stimulating, and directing all educational effort.” Two courses of study arc recommended for these schools, an elementary and an advanced course, the lat¬ ter to be so complete that those who ffnisb it shall be ‘‘ thoroughly prepared to perform all tbe duties required of a lirst-class teacher or superintendent.” “ But tbe State is not restricted to tbe employment of a single agency in providing professional instruction for its teachers. Boards of institute-managers should be ap¬ pointed, whose duty it shall be to organize and x>i'ovide for the conduct of normal in¬ stitutes in different sections of the State, continuing them in session from six to ten weeks each year. County-institutes may be made more efficient than they now are by increasing the length of their sessions and intrusting their management to experienced educators. These agencies, when thoroughly organized, will x)lace the means for pro¬ fessional instruction within the reach of every teacher in the land. It is admitted that their work will be limited, and, joerhaps, somewhat superffcial. They are, how¬ ever, comparatively inexpensive, and, in the judgment of many thoughtful friends of the public-school-system, will do more immediate good to the non-professional class of teachers, all circumstances considered, than more expensive agencies.” Statistical summary of universities and colleges. Number of students. Corporate property, &c. a Names of universities and colleges. Antioch College . Baldwin University ... Buchtel College . Capital University . Cincinnati College - Denison College . Farmers’ College . Franklin College . Geneva College . 7 6 13 6 5 87 2 183 3 125 45 $178,068 56 182, 500 16 . 80 . $75, OOO 42, 500 200, 000 100, 000 $100, 000 62, 000 100, 000 $103, 068 59, 000 40, 000 $9, 184 5, 900 $7, 255 1, 100 10, 000 5, 000 500 1,000 3, 000 9 119 4 ---- 35 8 *1 t 121 7 71 5 100, 000 27 100, 000 40, 000 10, 000 190, 000 60, 000 140, 000 60, 000 124 4,000 11,000 2, COO 3. 000 500 German Wallace Col¬ lege . Heidelberg College _ Hiram College . Kenyon College . McCorkle College . Marietta College . Mt. St. Mary’s of tbe West . Mt. Union College . Muskingum College. . . . Oberliu College. . Ohio Central College. . . Ohio University . Ohio Wesleyan Uni¬ versity . One-Study University . Otterbein University .. Eichmond College _ St. Xavier College . University of Cincinnati University of Wooster. Urban a University .... Western Reserve Col- 6 6 7 6 16 3 19 5 5 11 7 7 17 10 4 0 27 1 78 2 286 + 3 20 1 40 § 65 62 61 34 51 12 93 90, 886 100, 000 460, 000 16, 700 240, 000 34, 090 35, 600 20, 000 125, 000 8, 000 126, 000 12, 000 90, 000 80, 000 100, 000 7, 760 114, 000 36, 000 50, 000 35, 000 200, 000 7, 760 90, 000 3,837 3.000 3, 000 14, 000 640 2, 867 1,500 4, 000 5, 000 755 600 5,600 2, 500 2,970 76 25. 000 48 379 139 33 44 413, 625 20, 000 11400, 000 15, 000 170, 700 162, 500 20, 000 193, 500 L5, 000 50, 000 0 251, 125 0 25, 650 21, 000 115,351 146,000 o; . 70, 000: . 11,319 4, 200 11, 133 3, 000 2, 327 14, 168 3, 675 1,000 11,000 569 7, 500 5 . 0 . 4 152 106 45 17 194 204 51 67 151 8 415, 000 25, 000 100, 000 177,000 234,000 30, 000 0 . 75, 000 150, 000 134,066 212, 000 : 234,000 16,000 I 0 0 40, 000 3, 500 2, 500 5, 000 3, 000 10, 000 900 1, 000 12, 000 160, 000 20, 000 13, 000 1,500 4, 000 1,800 5, 000 lege . 9 Wilberforce University. 9 Willoughby College .. . 7 Wilmington College . .. 4 Wittenberg College. . .. 7 Xenia College . '8 6' 47 45 155 141 65 48 52 11 16 77 105 303, 000 60, 000 50, 000 10, 000 103, 000 60, 000 75, 000 50, 000 55, 000 25, 000 200,000! 180,000 10, 000! 10, 000 175, OOOj 12, 700 600 3, 000 10, 000 4, 000 3, 000 C, 000 • 300 * Partially. tUnclassified. + One is but partially endowed. § All the endowment is general. || After long litigation the supreme court has decided on the case of Oberlin College, affirming its title to lands in. West Virginia, given by Gerritt Smith years ago, and now worth from $25,000 to $30,000. ANTIOCH COLLEGE. Ladies and gentlemen are admitted on equal terms. Those who do not wish to pur¬ sue the regular college-course are allowed to select any studies from its curriculum 1 324 REPORT OF THE COMMISSIONER OF EDUCATION. Trliicli they are prepared to uudertake to advantage. Degrees are conferred only on those who complete the prescribed course, but students pursuing selected studies for a l)eiiod of not less than two years may receive certificates of proficiency. A prepara¬ tory school, connected with the college, is under the general supervision of the faculty. The charter of the college forbids the teaching of sectarian dogmas, but it is adminis¬ tered in the sj)irit and in consonance with the methods of liberal Christianity. CINCINNATI WESLEYAN COLLEGE. This institution, the first chartered college for women in the United States, includes eight departments: preparatory, academic, collegiate, (with three courses: first-classic, second-classic, and scientific,) the department of modern languages, college of music, academy of design, college of accounts and business, and Sunday-school normal insti¬ tute. It is in contemplation to establish a woman’s medical college as another depart¬ ment. DENISON UNIVERSITY. The courses of study are: collegiate, occupying four years; scientific, occupying three; and preparatory, occupying two. There is also an English-preparatory course, the object of which is to furnish instruction in the common English branches to those who are unprepared, through want of these, to enter the classic, preparatory, or the scien¬ tific course. Students who have the ministry in view, if without means of supporting themselves, are admitted as beneficiaries of the Ohio Baptist Education Society, fur¬ nished with free tuition and from $80 to $150 per annum. HEIDELBERG COLLEGE. Founded in 1850 by direction of the synod of Ohio of the Reformed Church, the curriculum has been revised and enlarged, so that it embraces all the subjects usually taught in the oldest and best established colleges, and the teaching force has been increased so as to afford the means for obtaining a truly liberal education. Special facilities are afforded for the study of German. A scientific course is provided. A preparatory department and a theologic dexiartment are connected with the college. HIRAM COLLEGE. Open to both sexes. The courses of study are preparatory, classic, scientific, ladies’ higher English, (designed for those who have neither the time nor means for a collegiate course,) and commercial. A normal class is organized each fall-term, and the presiden delivers a course of lectures on school-management, methods of teaching, &c. A bib lical course, intended to be sujiplemeutal to the classic course, is open to all students. The charge for tuition is remitted in the case of young men i)reparing for the ministry. KENYON COLLEGE Embraces Kenyon College, Kenyon Grammar-School, and -the Theological Seminary of the Protestant-Esxiicopal Church in the diocese of Ohio. The theologic seminary is temporarily suspended. Students in the grammar-school are prepared for admission to college. The college-fees of indigent and meritorious students may be remitted in l)art or in whole, upon axixffication. Students having the ministry in view are assisted on making the requisite aiiplication to the various educational societies of the Church. MT. UNION COLLEGE, Organized in 1846 as a seminary; chartered as a college in 1858. The courses of study are prejiaratory, classic, scientific, x>hiloso];)hic, commercial, and normal. There are also dexiartments of music and drawing. Special courses are jirovided and elective courses are xiermitted. Degrees are conferred on those who have conqileted and sus¬ tained an actual examination in a suitable post-graduate-course of one year’s study. The normal department has already sent out over 6,000 teachers. It is designed to make this course equal to that of any State normal school. Ladies are admitted on the same terms as gentlemen to all classes and dei^artments of the college, to all honors and x)rivileges, and to the x)osition of trustee or x^i-ofessor. There is a daily attendance of over 600 students. The financial polity of the college has always been that the current income must not only x^ay current exx)enses, but add, each year, some xierma- nent imx)rovements to the institution. NEW MARKET COLLEGE. The distinctive feature of this college is its x^lau of study. Regular students take but one study at a time, (unless x^aintiug, music, or review-studies,) and comxiletefrom three to five studies term. This x>lau was adopted three years ago and x^roves more satisfactory every terra. It is believed that the students are more thorough and accomxfiish a course of study in one-third less time than when three or more studies are taken together. The courses of study are elassic and scientific. Instruction in music and drawing is given to such as desire it. OHIO. 325 OBERLIN COLLEGE. An English-preparatory and a classic-preparatory course prepare the way here for a ladies’ department, a scientific, a collegiate, and a theologic ; while beside them all stands separately a conservatory of music, imparting, at moderate rates, its additional advantages to any of the students that desire them. The total number of students in all these, striking off all names reckoned twice, is 1,371 in the session of 1873-’74. The same broad system of admissions as before is still continued, with only the important guards that candidates must bring certificates of good character, students from other in¬ stitutions evidence of honorable dismission, all be, in ordinary circumstances, 16 years of age, and none be admitted to full membership without a probation of six mouths. OHIO CENTRAL COLLEGE Admits both sexes on equal terms. The college- departments are: the English, especi¬ ally designed for those intending to become teachers ; the preparatory, for" the college- course; and the collegiate, including two courses, classic and scientific. The college is a United Presbyterian school, though students of all denominations are welcomed. OHIO FEMALE COLLEGE. The plan of study embraces two departments, preparatory and collegiate, occupying a period of six years. Students may enter any class and pursue a partial or the entire course at option, or study any branch for which they are properly qualified. Arrange¬ ments have been made for a post-graduate-course ; studies, elective. Special facilities are offered for the study of modern languages, music, drawing, and painting. OHIO WESLEYAN UNIVERSITY. The departments are collegiate, preparatory, scientific, and theologic. Special atten¬ tion is given to the German and French languages and to practical surveying. All the studies of the freshman-year are required ; after that an elective course is permitted. OTTERBEIN UNIVERSITY. This university has four courses of study, viz : classic, scientific, ladies’, and En¬ glish. There are also connected with it a preparatory, a musical, and a fine-art department. A successful experience of twenty-six years has confirmed the faculty in its belief that- the co-education of the sexes is the true 'theory of education. WESTERN RESERVE COLLEGE. There are connected with the college a preparatory school and a hiedical department, the latter located at Cleveland. The jireparatory course occupies three years and the collegiate four. Sjiecial students in elementary or analytic chemistry are received and the faculty have arranged a course of instruction for graduates who are desirous of prosecuting the study of science and literature beyond the course xirescribed in colleges generally in the country. WITTENBERG COLLEGE. The courses of study are collegiate, select, preparatory, and theologic. The pre¬ paratory department is designed to fit students for college and to give to such as desire it a business-education. The theologic department is oiien for members 'of every branch of the Christian Church who possess the requisite attainments and a Christian character. Nearly one-thircVof the students in attendance on the college are candidates for the ministry. As respects colleges, universities, higher female seminaries, and academies in general, the report of Mr. Harvey says : “ Blanks for reports were sent to all these institutions. It is regretted that some have not responded.” It is stated that there are about forty colleges and universities in the State, all au¬ thorized by law to confer degrees ; but it is very evident that many of them have not adequate means to furnish such an education as the students of colleges and universi¬ ties should receive. Some college-presidents have recommended, as a remedy for the evils of the present system of graduation, that all collegiate degrees be abolished. While this may not be desirable, it is worthy of serious consideration whetber the State cannot justly control the exercise of this iirivilege by ax)pointing a board of visitors and exam¬ iners empowered to regulate the conditions of graduation and to examine candidates, A large number of the colleges should be called academies, as they are such in reality, and there is no school in the State that can be properly called a university. These in¬ stitutions are, however, important agencies in educational effort and are doing excel¬ lent if not indispensable work by furnishing the facilities for acquiring a liberal educa¬ tion in those localities that would otherwise be deprived of them. Nevertheless, if they are not colleges in fact as well as in name, they ought not to be i)ermitted to confer college-degrees. Institutions of a lower grade than colleges seem also to be enjoying a satisfactory de- 326 EEPORT OF THE COMMISSIONER OF EDUCATION. gree of prosperity. There is really ao antagonism of purpose or interest between the free high schools and these institutions. Their aims are identical, and their courses of study ought to be so nearly alike that pupils can be transferred from one kind of school to another withont hinderance to their advancement. It is, therefore, considered desir¬ able that principals of high-schools, seminaries for both sexes, and academies make an effort to agree upon a course of study to be adhered to throughout the State as nenri3^ uniform as the peculiarities of some schools in organization and management will permit. This uniform course of study should also be arranged with reference to the requirements for matriculation in colleges. It may be necessarj^ also, to make im¬ portant cha nges in the usual curriculum of college-studies. It is the opinion of many col¬ lege-men that these changes can be made without materially lowering the present stand¬ ard of qualifications for matriculation or lessening the efiicieucy of college-instruction. COLLEGES FOE WOMEN. Fourteen colleges, institutes, and seminaries in this State for the higher education of young ladies, w'itli 1(32 professors and instructors — 43 gentlemen and 119 ladies — report an aggregate attendance of 2,133 pupils, of whom 1,195 are in collegiate and 358 in preparatory departments, the grade of the remaining 5S0 not being designated. In all but two of these colleges the collegiate classification of pupils is given, and aggre¬ gates as follows: in the freshman-year, 236; sophomore, 199; junior, 149; senior, 146; in partial courses, 121 ; post-graduate-studies, 24; and in ornamental oulj', 12. Music — vocal and instrumental — drawing, painting, and French form a part of the course in all these institutions and in all but one German also; while in three Italian and in one Spanish are added to these. C hemic laboratories and ijhilosophic cabinets are re¬ ported in ten, natural-history-museums in eight; four have astronomic observatories; while one without the observatory has a telescope ; five report art-galleries, one of which is claimed to be “ one of the best in the State another “ fine,” another “ small and the same number report gymnasia or some means of physical culture. All but one have libraries, the largest numbering 2,500 volumes, the smallest 284; five number 2,000 or more, and the same number 1,000 or more volumes; the remaining three, 284, 500, and 600 volumes, respectively. jStaiistical swnmary ^of schools for professional instruction. Names of schools for professional in¬ struction. Corporate property, &c. p.'o a o — I S o O 3 O -O ^ 3 33 a; p t- s s ^ S ^ ^ SCHOOLS OF » •HEOLOGV. German Methodist-Episcopal Seminary, German Wallace College . Heidelberg Theological Seminary . Lane Theological Seminary . Mt. St. MarjCs of the West . St. Mary’s Theological Seminary . Theologic department, Oberlin College - Theologic department, Wilberforce Uni¬ versity . . . Theological Seminary, Xenia . Theological Seminary Evangelical Lu¬ theran Joint Synod of Ohio . Theological Seminary of St. Charles Eor- romeo . Union Biblical Seminary . Wittenberg College theologic depart¬ ment . SCHOOLS OF LAW. Law-school, Cincinnati College . Law-school, Wilberforce University . Ohio State and Union Law College .. SCHOOLS OF MEDICINE. Cincinnati College of Medicine and Sur¬ gery . Cleveland Medical College . Medical College of Ohio . 25 $12, 044 $30, 000 $12, 000 $1, 000 415, 000 150, (^0 250, 000 16, 000 20 60. 000 30, 473 2, 300 141 30 10 80, 000 8. 000 ("•) 60, 000 *0 *0 108 50 234 30, 000 100, 000 30, 000 400 igooo 11,000 4,000 3, 500 4, 000 4,000 11,000 6, 000 0 50 3, 000 500 2, 000 2, 000 Property not separate from that of the university. OHIO. 327 Statistical summary of schools for professional instruction — Contiuned. Names of schools for professional in- strnctioa. Schools of medicine— Continued. Corporate property, &c. Medical department University of Woos¬ ter . Miami Medical College . S:arling Medical College and Hospital . .. Eclectic Medical Institute . . . fbmeopathic Hospital College . Olio College of Dental Surgery . Cincinnati College of Pharmacy . College of Pharmacy, Baldwin University. 12 11 11 7 17 7 3 4 90 165 52 143 65 62 153 3 $60, 000 20, 000 3, 000 $40, 000 40, 000 100, 000 80, COO 50, 000 20, GOO *2, 000, *50(J $6, 000 7, 700 5, 000 300 8, 781 1,800 2, 100 300 1,000 100 100 SCHOOLS OF SCIENCE. Ohio Agricultural and Mechanical College. Scientific department of Denison Univer¬ sity . . Scientific department of Oberlin College. . loledo University of Arts and Trades. . . . 7 8 11 350, 000 300, 000 $500, 000 $30, 000 t6 J214 * Appara,tus. t With 64 preparatory. J Includes a ladies’ department. OHIO AGRICULTURAL AND MECHANICAL COLLEGE. It was not until 1870 that Ohio took decisive action on the laud-grant made her for this school in 1862. Then, by decision of the trustees appointed by the legislature, it was located in Franklin County, about two miles north of Columbus, the citizens of that county having offered ^300,000 to secure it. Of this sum $111,000 went for the purchase of a farm of 320 acres ; $112,000 was devoted to the erection of the needed buildings, and $75,000 to the furnishing of these and supplying them with apparatus. In September, 1873, the first session was opened in the yet uncompleted buildings, with 7 resident professors and 30 students, distributed nearly equally among the first three years of its proposed course of from four to six years. A formal opening, with some accessions to the list of students, took place in the legislative hall at Columbus on January 2, 1874. The proceeds of the laud-grant having reached $500,000 and the income from this, $30,000, it has before it a fair prospect of extensive usefulness. TOLEDO UNIVERSITY OF ARTS AND TRADES. Mr. Jesup W. Scott, of Toledo, has donated 160 acres of laud, valued at $80,000, within the limits of the city of Toledo, for the endowment of the Toledo University of Arts and Trades. A corporation under the laws of the State of Ohio has been organ¬ ized to carry out the object of the trust to the full extent that means can be secured. Mr. William H. Raymond, of California, formerly a citizen of Toledo, has purchased a building in Toledo to be used as a nucleus for the first work of the university, and the property by him donated is to be used eventually to establish the Raymond School of Mining as a part of the university. The object of the founders of this institution is to provide young men and women with facilities for acquiring advanced knowledge in the arts and trades. The trustees solicit donations of money, books, engravings, models, &c., that the institution may, as soon as possible, be placed on a footing of use¬ fulness. BUSINESS- COLLEGES. Eleven of these schools for commercial training exist in Ohio, situated in Cincinnati, Cleveland, Columbus, Daytou, Mt. Union, Saudusky, Springfield, Toledo, aud Zanes¬ ville. They present an aggregate of 38 instructors and 2,713 students. SCHOOL FOR THE INSTRUCTION OF DEAF MUTES. It is but recently that any attempt has been made to open schools for the instruction of deaf mutes in connection with the regular public-school-systems of cities. Such a school has been iu operation in Cleveland a little over a year. In January last it had twelve pupils, instructed by a lady teacher, on a salary of $600 x)er annum. 328 EEPORT OF THE COMMISSIONER OF EDUCATION. GIRJ.S’ INDUSTRIAL HOME. The trnstees of the State Industrial Home for Gii’ls, in their fourth annual report, state that “ the institution has, during the past year, been successfully working out the heneticent designs of the legislature in its establishment. The improvement of the inmates has been no less marked than in former years.” The progress of the school has been very satisfactory, and it is believed that some of the “ older pupils who have been longest in the schools would not suffer in competition with those of their respective ages and opportunities in other schools in the State. Some of them, designing to be¬ come teachers, have acquitted themselves so well as to be already useful helpers in the school-room.” Each inmate is expected to devote a portion of her time daily to domes¬ tic work in some department, under competent supervision. The improvement notice¬ able in all the industrial departments is especially manifest in the sewing-rooms. The trustees call attention to the suggestion of the superintendent in reference to a department in which the more depraved may be kept from contact with others, and also to the suggestion in reference to such a modification of the law as will allow tlie retention, in certain exceptional cases, of inmates beyond the age now prescribed. Tbe necessity of adequate appropriations is also urged u^jon the legislature. The api3ropn- ation for last year was $31,328.57. HISTORIC REVIEW OF THE PUBLIC-SCHOOL-SYSTEM.* The cession by the original States, especially Virginia, of lands claimed by them north of the Ohio River was the origin of the public-school-system of Ohio and the other Northwestern States. By one of the provisions of the ordinance of 1785, a thirtv- sixth part of every township (640 acres) was expressly reserved from sale “ for the maintenance of public schools within said township.” These “ school-sections ” were for along time the only support or endowment of the public schools. The ordinance of 1787, ‘‘for the government of the Northwestern Territory,” confirmed the provisions of “ the land-ordinance and made the declaration that schools and the means of education shall forever be encouraged.’’ Subsequently two entire townships were granted for the endowment of a university and‘ one entire township for an acadeiuy or college. The surface of the State contained 25,576,960 acres ; therefore, the provision for educa¬ tion was : for schools, 710,471 acres ; for colleges, 69,120 acres — making a total of 779,591 acres. The whole thirty -sixth part of the surface of Ohio, originally guaranteed in the ordi¬ nance of 1785, has been devoted to the establishment and maintenance of public schools in the State ; though, notwitbstaudingthis noble grant, it was nearly forty years before a sufficient and permanent system of schools was established. The early governors of Ohio all urged the subject of education on the legislatures, and various efforts for the establishment of i)ublic schools were made. These, however, were ineffectual, and it became evident that, as the lands in their wild state could yield no income, eventually a school-tax must be levied. In January, 1821, an act was passed, authorizing voluntary taxation by school-districts, for the support of schools. This law constituted an epoch in one x>articular, that of establishing the xirincijDle of taxa¬ tion for the sux)T)ort of schools, but, from various causes, it was inoperative in most sec¬ tions of the State. In 18‘25 another act was jiassed, making the levy of a school-tax imperative throughout the State. The assessment was half a mill on a dollar. In 18‘29 this was increased to three-fourths of a mill and in 1836 to one and a half mills. This law was, in fact, the real formation of the Ohio system of xiublic schools. The progress of these schools during the next thirty-five years may be judged by the two following tables, showing the increase of income and of numbers : TahJe exhibiting financial progress. 1825. 1829. 1834. 1838. 1841. 1845. 1850, 1832. 1853 1854, 1855, 1856, 1857 1858. 1859. Years. Total amount Total amount of all funds. of property. Per cent. Mills. $29, 763 57, 750 163, 500 530, 000 507, 353 535, 585 551, 039 1,045,611 2, 349, 829 2, 759, 4.32 2, 749,917 2,619, 925 2, 822, 100 2, 906, 020 $59, 527, 336 76, 527, 336 97, 777, GOO 114,777, OOO 128, 353, 657 144, 169, 469 439, 966, 340 507, 581,911 593, 396, 848 866, 929, 982 860, 877, 354 820, 661, 037 849, 414, 579 840, 800, 031 k 3 4 44 4 3f u 2 3 5-6 3 1-10 3 1-5 3 1-5 34 34 *By E. D. Mansfield, LL. D. OHIO. 329 Table of enrolled pupils in tliexmblic schools. Years. a s .o Number of pupils enrolled. 3 HI Male. Female. Aggregate. 62 76, 975 57, 539 69, 465 51,467 146, 440 109, 000 54 65 254^ 612 14 1841 . . . 45 76, 047 5, 544 61,823 3, 967 20, 503 23, 172 8, 520 15, 029 30, 626 44,419 153,870 184, 906 207, 426 197, 560 137, 870 9,511 44, 742 48, 870 19, 314 1842 . 53 45 24, 239 25, 698 10, 794 45 1845 . 52 1846 . 55 19, 834 34, 863 56 33, 232 50, 211 213, 738 236, 827 238, 571 240, 152 63, 858 94, 630 357, 608 421, 733 1848 . 57 1849 . . . . . 80 1850 . 79 1851 . 81 445, 997 437, 712 1852 . 70 1853 . . . 70 1854 . 75 244, 089 209, 663 311,477 453, 7.52 669, 024 561, 315 1855 . 80 357, 547 297, 966 320, 386 1856 . 84 263, 349 282, 961 283, 095 1857 . . 88 603, 347 1858 . 88 328, 628 61l! 720 1859 . - . 322, 253 277, 781 600, 034 - « - In 1848 the number of enrolled pupils was only 8 per cent, of the population, in 1859 the proportion was 25 per cent., showing how rapidly the people had grown into an appreciation of the necessity for popular education. Universities and colleges. — The lands granted for the endowment of a university and college were loaned out at an early day when they were worth little ; the consequence was that the income from these lands fell far short of the intention. In fact, the larger part of the income of these institutions (at Athens and Oxford) was supplied from tui¬ tion-fees and private contributions. Though they have sent out many graduates, it is simply matter of history that they have failed in their object, which was to establish universities. Corporate or private institutions have succeeded far better. In the mean time the State chartered many other institutions sustained by individual or denominational funds, some of which have grown to he important institutions for higher learning. To understand their incorporation and objects it must be remembered that, up to 1850, a special incorporation was necessary ; but, after that, any association might take out a charter, on certain conditions. From 1803 to 1850, there were chartered in the State, by special acts, 56 universities and colleges. Of these, 29 are now in existence, and several of them are important institutions. There are now 36 institutions in Ohio which properly come under the head of universities and colleges. Academies and seminaries. — From 1803 to 1860, there were chartered of this kind of schools, 161. Of these only 31 are now in existence, but in the mean time many others have risen up, so that the whole number is about 80. Some of these are chartered and others not. In 1859, the number of academies and seminaries was given as folio w^s : Academies, 90 ; teachers, 404 ; pupils, 8,721.” The number of institutions .and pupils is now somewhat reduced, but they still form an important element in the education of the State. In the mean time a new class of institutions has arisen which properly come under this head, although more specialiu their object. These are : Normal schools and commercial colleges. — There are in the State at least 20 of these, which more than make up the loss of academies, so called. This kind of education is popular, because it professes to teach two things which are valuable in the market: the one how to become teachers and the other how to become men. Special instruction. — Under this head are included the schools of imblic and charita¬ ble institutions, taught by regular teachers, but confined to and controlled by these institutions. As nearly as can be ascertained they are as follows : the State Reform- School, thirteen orphan asylums, five houses of refuge, and the work-house. In these places education is regularly going on, but they are not included under any other class of schools. Frogress of institutions supported independenthj of State-funds. — Under this head are 330 REPORT OF THE COMMISSIONER OF EDUCATION. included universities and colleges, academies and seminaries, tbeologic, law, medical^ commercial, private, and parochial schools. The growth of these institutions since 1859 is shown in the following table : 1859. 1873. Institutions . 279 682 1,610 63, 000 Tcjichers . 965 30,425 Students . This is an approximation, but a close one. Private schools and academies are declining, because they are in immediate competi¬ tion with the public schools. On the other hand, the colleges and parochial and tech¬ nic schools are advancing. HENRY L. HITCHCOCK, D. D. This eminent educator was a native of Ohio, though Connecticut blood ran in his veins. His father — a lawyer of the State, a Congressman from it, 1816-18, afterward a. judge of its supreme court, and for many yeais chief justice — had migrated from Connecticut in 1806 to Burton, in Geauga County, after graduating at Yale and study¬ ing law at Cheshire. At Burton, Henry was born, October 31, 1813 ; prepared there for college, and in 1828, being then 15, entered Yale as freshman. On his graduation in 1832, youth of 19 as he was, he took charge of the academy at Burton, where he had begun his studies, and for two years taught successfully. Subsequently studying theology in the Lane Seminary under Dr. Beecher, he was ordained in 1837 pastor of a church at Morgan, Ashtabula County; there made himself a name, and after two years and a half of useful labor was called to the State capital as pastor of the Second Presby¬ terian Church. Here he remained for fifteen years, an exceedingly admired and faith¬ ful minister, his reputation spreading through the State and his influence becoming every year more powerful. Then came an election — which did him honor — to the pres¬ idency of the Western Reserve College, where for some years there had been difficulties about management and wffiere a man was wanted who could command wide confidence, restore lost harmony, raise greatly-needed means, and hold the college in a liigh posi¬ tion. The choice of Dr. Hitchcock for the place was a declaration to the world that he was the wise, good, influential, and respected man the college needed; and his administration justified the judgment the trustees had formed. He entered on his work as q)resident in July, 1855, and continued in it till his death, June 28, 1873, though for the two years before his death he laid aside the presidential name. A great success attended his endeavors to revive the college. Its friends were re-united, its opponents wmre hushed, its debts were liquidated, and in spite of vast financial troubles, affecting the whole country, $175,000 were put into its productive fund. His influence with the students, too, was wonderful. His sermons in the chapel won their admiration, his obvious integrity secured for him their confidence, his excellent instructions commanded their respect, and his genially kind courtesy to them gained him their affection, so that no student ever was known to put on him any of those little insults which the officers of colleges sometimes receive. Twelve years of exhausting labor, however, broke him down, and though nine months , of European journeying somewhat recruited him, his old strength never came fully back after 1 867. He had to graduallj" lighten his previously great labors and earnestly desired and sought release from them, but, as no one could be found willing to succeed him while he lived, had to w'ork on till, in June, 1873, an exhausting journey brought him to his bed, never to rise again. His task was done; and failing gradually, he fell finally asleep in the Redeemer he had trusted in, leaving behind him, as the monument of his great labors, a college well established and a multitude of nobly educated youth. SOLOMON HOWARD, D. D., LL. D. This other eminent Ohioan was a native of Cincinnati, having been born there November 11, 1811. Dr. Howard began his college-life at Miami University when he was 17, and removing thence to Augusta College, iu Kentucky, graduated with honor in 1833, then being somewhat over 22. On his graduation he was elected pro¬ fessor of St. Charles College, Missouri, accepted the position and served in it some time, receiving ordination to the ministry meanwhile. His qualifications as an edu¬ cator having gained him reputation, he was placed in charge of the Ohio Wesleyan University at Delaware, and served there successfully from 1843 to 1845. Then he became president of the Springfield Female College, acting, also, as principal of the Springfield High School. In 1852 he was made president of Ohio University, at Athens, iind for twenty years did noble service there. A broken constitution compelled him to. OHIO. 331 remit liivS labors and seek rest and health in California. It was sought too late, how¬ ever. Though the airs of California benefited him and eased him, he still went down¬ ward, till, in 1873, the strong mind ceased from action and the educator went to his rest. CHARLES P. m’iLVAINE, D. D., LL. D. This other great citizen of Ohio died at Florence, Italy, March 12, 1873, at the ripe age of 75. A native of Burlington, New Jersey, a graduate of Princeton in 1816, and after¬ ward for some time rector of Christ Church, Georgetown, District of Columbia, he was, from the outset, evidently destined todistinction. Of noble presence, an eye that kindled as he spoke, a countenance that played with every emotion, a voice that could be musical or thunderous at his -will, and a mind of lofty power and thorough culture, he was one of the born princes of the world. In 1825, when only 27, he was made professor of ethics and chaplain at West Point Academy, where his religious influence among the cadets became so great that Army officers indulged alarm lest an undue proportion of the students should become ministers, and be lost to the military service. The perception of this on his part induced him to accept, in 1827, a call to St. Ann’s Church, Brooklyn, New York. Delivering here to his congregation the lectures on tlie evidences of Christianity prepared by him for his classes at West Point, they attracted such gen¬ eral attention that he was requested by the chief citizens of New Yh^rk City to repeat them there. This was done in the chapel of the University, and great audiences were held enchained by them. These lectures were subsequently printed, and have passed through a great number of editions. He became, in 1831, professor of the evidences of revealed religion in the university, and the next year bishop of the Protestant-Epis¬ copal Church in Ohio, and, ex officio, president of the theologic seminary of the Church at Gambier. Removing after some years to Cincinnati, he gave himself, in connection with his other labors, to the publication of important w^orks on the chief theologic topics of the period, which made a great impression. But such work proved too ex¬ hausting. Tendencies to apoplexy became threatening, and frequent visits to Europe had to be resorted to, to keep these in check. It was in such a visit that a cold, taken from brief exposure, brought him to his end. OTHER TEACHERS. Miss Emma Dubach, a young teacher in the German department of the sixth district of Cincinnati, died during the session of 1872-’73. She is said to have done her work skillfully and well, with a natural tact in management of children and an aptitude in teaching which gave promise of much excellence. Miss Laura E. Belknap, also of Cincinnati, died during the same session, after eighteen years of faithful service in the schools, first in the regular branches and afterward in the drawing department. Persevering, conscientious, self-sacrificing, she continued her labors even when exhausted nature demanded repose, and only rested from them when labor was no longer possible. Mr. Hermann Meisuer, who had served as a teacher for ten years in Cincinnati, and had risen to a principalship a few mouths before his death, passed from his labors also in 1873, after having won himself an honorable position by steady, unobtrusive, and honest work,^ work that looked only to the welfare of his pupils and threw selfish con¬ siderations entirely into the shade. 332 REPORT OF THE COMMISSIONER OF EDUCATION. OKEGON. [From report of Hon. Sylvester C. Simpson, State-superintendent of public instruction, for llie year ended April 1, 1873.1 DISTRIBUTION OF INTEREST ON THE COMMON-SCHOOL-FUND. 1871-72. 1872-73. Amount in coin... _ ............. _ _ _ ......................... _ $19, 626 43 19,826 28 $22, 953 51 9, 466 24 Amount in currency ....................... ........................... Total. .. . ....................................................... _ 39, 452 71 32,419 75 The distribution for 1871-72 was the first ever made, and included interest gathered during two years. This accounts for the decrease in the amount distributed for 1872-73. FINANCIAL STATEMENT. Amount apportioned to districts at last apportionment . $49, 454 17 Amount of district-tax levied and collected . 71, 152 04 Amount paid teachers from district- tax . . . 28, 865 32 Amount X)aid teachers from rate-bill and subscriptions . 45, 640 38 Amount paid teachers from county- funds . 80,437 85 Amount of incidental expenses . 35,977 05t}- Amount paid for building school-houses . 2, 352 45 Value of school-houses . 236,001 10 Value of other school-property . 76,238 89 SCHOOL-STATISTICS. Number of districts reporting . 642 Number of legal voters reported . 21, 547 Number of children of school-age — males, 19,391; females, 18,049 . 37,440 Increase over last year . 928 Average attendance reported . . . 15, 329 Number of quarters school was taught . 1, 002f Average number of quarters school was taught, per district . 1.5 Number of teachers reported . 607 Average pay of male teachers per month . $47 54 Average pay of female teachers per month . $43 79 The superintendent says ; “ The foregoing statistics cannot be relied upon as strictly correct. Indeed, there is scarcely a single particular in which they are perfectly ac¬ curate, owing to the incompleteness of most of the superintendents’ reports. There are probably from twelve to twenty organized and active school-districts in the State from which there are no reports whatever. The average attendance, as appears from the table, is very small, but as many of the districts failed to report their average at¬ tendance, these figures fall short of the truth. As an example of the deficiencies of the reports in this particular, it may be mentioned that the second district in the State in wealth and population made no returns whatever excepting the number of legal voters and persons of school-age. Yet this district maintained flourishing schools, with a large attendance, during the entire year. Only three counties reiiort any expenditures in the erection of school-houses during the year, but it must not be inferred from this that no new school-houses were built in the other counties; there was merely a failure to leport them. Possibly, in some cases, expenditures for this purpose were included under the head of ‘ incidental expenses.’ Making due allowance for these inaccura¬ cies, the figures probably approximate the truth nearly enough to show something of the condition of public-school interests in Oregon, and also what need as well as room there is for improvement.” SCHOOL-LAW. The new school-law, which went into force January 29, 1873, provides for a State- superintendent, State-diplomas and certificates for teachers, and a uniform series of text¬ books. Institutes are to be held yearly in each judicial district and at the State capital. ' OREGON. 333 The State- and connty-fnnd is to he apportioned on the third Monday of March and in September, (optional -svith the connty-superintendent,) and the school-tax is to be three mills instead of two as heretofore. Candidates for county-certificates are not to be required to pass an examination in algebra, but the standard in all other studies is raised. All vacancies in the board of directors are to be immediately filled by elec¬ tion, and the clerk is required to furnish the county-superintendent the names and post-office-address of the directors within teu days after election. GENERAL CONDITION OF THE PUBLIC SCHOOLS. The superintendent remarks that, notwithstanding the many hinderances in the way, the public schools are steadily advancing and growing in character and efficiency and the school-system is making as rapid progress as can reasonably be expected, consid¬ ering the youth of the State, the sparseness of the population, and the lack of proper educational appliances and facilities. County-superintendents generally report that their schools are “ in a tolerably flourishing condition.” The great needs of the schools now are good school-houses, apparatus, libraries, higher qualifications on the part of teachers, a tax-levy sufficient to support schools for at least six months in the year, and a larger and more regular attendance. Several of the county-superintendents strongly recommend the adoption of the principle of compulsory attendance in the school-law and nearly all favor an increase of the tax-levy for school-purposes. SCHOOL-HOUSES. Reports received at the superintendent’s office show that there are very few public- school-buildings in the State of suitable character, and probably not more than two or three that have been constructed upon improved modern plans and that are fur¬ nished with the necessary appliances for teaching. Neither the health, comfort, nor convenience of pupils or teachers seems to have been considered in the selection of sites, the style of architecture, or the choice of furniture. Many of the school-buildings are merely rough “ box-houses ” or common board shanties. One county-superintend¬ ent says that in some of the districts of his county there are barns which are better, more costly, and more comfortable buildings than the school-houses. This assertion is not considered at all extravagant, and it is believed that it might be made with equal truth in the case of other counties. In addition to the inferior character of the school-houses, many of them have been damaged by ill-usage and are in bad condi¬ tion. From the reports of county-superintendents it appears that there is not a single school-library in the State and that no school is thoroughly supplied with proper ap¬ paratus. A blackboard and some chalk-crayons constitute the entire apparatus of the ordinary country school. The more pretentious city-schools have a few wall-maps and charts and — though very rarely — globes. VISITING SCHOOLS. Complaint is made of the apparent lack of general interest in the schools. It is said that, “ aside from the county-superintendents, generally nobody in Oregon visits the schools.” The teachers universally complain of the neglect of school-directors and patrons in this particular ; and the lack of public interest in the schools is regarded as a serious impediment to their advancement. Parents are urged to pretend an in¬ terest, even if they feel none. The pretense would be some stimulus to both teachers and impils. The reality would help to advance every school in the State.” TEXT-BOOKS. • At the last session of the legislature a law was passed authorizing the adoption of a uniform series of text-books for the entire State. The board of education prepared a course of study and the text-books for each study were designated by the votes of the county-superintendents. These books are adopted for four years from October 1, 1873. The uniform series has not yet been fully introduced, though the work is xiroceed- ing rapidly. DISCIPLINE. Corporal punishment is practiced to a greater or less extent in all the public schools in the State, though generally resorted to only after the failure of all milder methods. The best teachers seem to regard a frequent recourse to this method of jumishmeut as an evidence of inefficiency and incapacity to govern. MORAL TRAINING. No special attention is given, in ^he public schools, to the subject of moral instruc¬ tion. In a few schools it is the practice to read, daily, selections from the Bible. One school is opened with prayer. Aside from these cases, none of the schools have any re¬ ligious exercises and in none is there any regular instruction in morals. If teachers 334 EEPORT OF THE COMMISSIONER OF EDUCATION. are men and vromen of pure lives and correct habits they -will naturally and habit¬ ually inculcate pi’oper principles and modes of thonght and action among their pupils. But there is danger that where there is no regular stated moral instruction, this im¬ portant branch of education may be neglected altogether. teachers’ institutes. During the school-year ended April 1, 1873, only one teachers’ institute was held in the State, and this was abandoned almost immediately after its organization. During the current school-year, four county-institutes and one State teachers’ institute have been held, the latter continuing hve days. The county-institutes were tolerably well attended and the exercises generally interesting and prohtable. It is considered that a very good beginning has been made in this respect. teachers’ certificates. County-superintendents are required, by law, to hold four free examinations for teachers during the year and to “ summon to their assistance” two practical teachers to aid in conducting the examinations. No compensation is provided for these assist¬ ants; hence this section of the law is almost wholly inoperative. Some of the county- superintendents have made no report concerning certiticates granted. The reports re¬ ceived sum up as follows : number of first-grade-certiticates granted, 197 ; number of second-grade-certificates, 288; number of third-grade-certificates, 33; and 40 not classi¬ fied — making a total of 558. The amended school-law authorizes the State-board of education, at its semi-an¬ nual meetings, to grant to teachers, upon examination, life-diplomas, State-diplomas, (good throughout the State for six years,) and State-certificates of the same grades as numbers 1 and 2 county-certificates, good throughout the State for two years and six months respectively. When sitting for this purpose the law empowers the board to have not less than four professional teachers to assist it. Under this law the State-board of examination was organized in April, 1873, and the first examination was held in the following July. The rules adopted to govern the examination of applicants and the granting of diplo¬ mas and certificates are as follows : (1) Candidates for life- and State-diplomas will be required, in addition to passing a satisfactory examination in the branches indie;.' ted, to present satisfactory evidence of good moral character and of marl'ed success in teaching for a period of at least three years, one year of which must have been in the State of Oregon. (2) To obtain a life-diploma the applicant must answer 90 per cent, of the questions in each branch correctly. To obtain a State-diplorna, good for six years, he must an¬ swer 80 per cent, of the questions in each branch correctly. (3) Candidates for State-certificates of the first and second grades must present sat- isfaf'torj^ evidence of good moral character and of marked success in teaching for a period of six months. (4) To obtain a certificate of the first grade, good for two years, the applicant must attain 90 per cent, in examination in each study. For a State-certificate of the second grade, good for six mouths, he must reach 80 per cent, in each study. EDUCATION OF THE CHINESE. Rev. George H. Atkinson, of Oregon, says; “The education of the Chinese attracts only private attention and effort as yet, lint, like that of the negro, it will gradually press itself upon the public mind. They are slowly imbibing our ideas, imitating our dress, acqiuiring our tastes, adopting our speech and manners. They are quick to learn our language and literature. One, who began on the 1st of January to learn his let¬ ters, now (in July) reads in the Second Reader, spells well, writes a fair hand, and 9 begins to read the Testament. This has been accomplished chielly in short lessons, once or twice a day, in the intervals of domestic work. He has also attended an even¬ ing-school for five hours a week about half the time. The progress of others may not be quite so rapid, but it is generally commendable. Satisfactory reports are received from the Chinese day-school taught at St. Helen’s Hall, and from the day- and evening- schools conducted under the auspices of the American Missionary Association. Three or four Chinese Sabbath-schools continue in operation in the city of Portland, with some increase of numbers and some improvement in results. We know of none else¬ where in the State. Private instruction is doubtless given the Chinese in many fami¬ lies. * * * * They are not likely to displace our people, but rather to o]ien wider fields of enterprise. Yet contact with them must affect us and our children. Our safety and our duty alike require their education.” CITY SCHOOLS OF PORTLAND. Attendance. — The whole number of jmpils attending the public schools, exclusive of the high school, is 1,033, with an asmrage attendance of 926 and a per cent, of 89|. In accordance with this statement it is unmistakably evident that through irregular at- OREGON. 335 tenc^ance more than one-tenth of the pnhlic money is uselessly expended, and, what is of more importance, oue-tentli of the time of those who should be benehted is lost. Twenty-two per cent, of the pupils are in the grammar-department and 16 per cent, in ithe intermediate, while 62 per cent., or over three-fifths, are in the primary schools. Course of instruction. — During the last vacation a course of instruction was agreed upon, to take effect at the beginning of the school-year of 1873 and to be carried out as rapidly as the standing of the pupils would admit. Under the present system each teacher has but one grade of i)upils, divided into two classes. One year is allowed for the work of each of the six grades. In six years from the time a j)upil enters the public schools he will be admitted into the high school, provided he has been success¬ ful in passing every examination. Phonetics, drawing, and the elements of natural science are taught in all the classes of the primary department. Physiology and philosophy have been introduced into the first grade of the grammar-department, and more time and attention will for the future be given by the grammar-pupils to these branches than has heretofore been the case. The natural world will no longer remain a sealed volume to them while they are being crammed with rules of arithmetic, rules of parsing, and lists of names in geography. Compulsory education. — It is estimated that there are in Portland and its immediate vicinity from 600 to 700 children, between the ages of 6 and 16, who attend no school whatever, of whom, doubtless, 500 should attend school, and probably one-half of this number, at the lowest estimate, do not read and write with any facility. Any system of education which admits such a margin of ignorance to harass and cripple its move¬ ments will fail of effecting the great ends of economy and security to the State. A com¬ pulsory law is greatly needed. But a formal protest ” is entered “ against the use of the word ‘ compulsory,’ which is ‘ a red rag shaken before the free American people,’ to keep their prejudices alive against the most obvious and safe, as it is the most needed, reform of the day.” It is proposed to ‘‘ regulate” the attendance of children at school.’ So evident is the right of the State to legislate in this matter, that it is confidently affirmed that school-attendance in Oregon would long since have been regulated, but for the use of an obnoxious word. Reform-school. — A reform-school-incorporation was organized in Portland, in April, 1873. Teachers^ institute. — The first session of the Multnomah County Teachers’ Institute was held in Portland, in July. 1873, continuing two days. SECONDARY INSTRUCTION. Information has been received from three schools for secondary education, two of which are for the instruction of boys and one for both boys and girls. With 16 instructors — 11 gentlemen and 5 ladies — the attendance is 275 pupils, 187 of whom are boys and 88 girls; 64 study classic and 35 modern languages and 16 are preparing for college. Among the institutions for imparting such instruction in the State, the Portland Academy and Female Seminary seems to deserve mention, presenting 7 teachers and 145 pupils its catalogue for 1873; its studies reaching up from a primary English course through preparatory, sub-junior, junior, and senior-classes, and the last three embracing the classic and modern languages, while music runs throughout the course. The Rev. Dr. Atkinson writes also of other institutions thus : “ At the Albany Colle¬ giate Institute, which I visited December 1, I found 130 pupils in three departments, be¬ sides that of music and book-keeping. Four lady pupils were graduated at the close of last year. The building is large, and rooms commodious, all x>ahl for? arid a fund, in notes, pays |600 to $700 i)er year. The Methodist Episcopal Academy is still sustained and the Roman-Catholic schools are rejiorted to be flourishing. The Bishox) Scott Grammar-School is doing a good educational work and St. Helen’s Hall is also train¬ ing a large number of xmxiils.” The former of the two last-named institutions reports 9 instructors for the year 1873, and a course embracing English, classic, and modern languages, with mathematics, natural sciences, and art. The latter reports 8 instructors and 136 x)ux)ils in English, French, and German, with music, drawing, and xiainting. A X)hilosophic cabinet, a uatu- ral-history-mnseum, and a gymnasium are among its advantages. THE state university. The State University at Eugene is not yet opened, the building promised it by the city and county not being completed. It is hoped that it may be ready in 1874. CHRISTIAN college. The Christian College, at Monmonth, has two separate courses, classic and scien¬ tific, the one securing to the students that complete.it the degree of bachelor of arts ; the other, that of bachelor of sciences. Music is made a specialty, classes being formed in it and exercise in it mingled with the ox^eniug and closing exercises of each day. 336 REPORT OF THE COMMISSIONER OF EDUCATION. IM’MIjS'NVILLE college. McMinnville College has added to its faculty teachers of music and drawing, and makes the same division of its courses as the Christian College. It otfers also to those who desire to prepare for teaching the advantages of a normal department, in which, without extra charge, they may be drilled in all the common English studies of the schools and in the theory and practice of instruction. PACIFIC UNIVERSITY. Pacific University presents a college-course, a scientific course, a ladies’ course, and a normal course. The standard for admission into these is higher than in some other institutions of the western coast and indicates a disposition to secure a very fair de¬ gree of scholarship. WILLAMETTE UNIVERSITY. Willamette University appears also to aim at this, and its graduating exercises in the summer of 1873 excited great enthusiasm. It has a classic, scientific, medical, and normal course, together with a musical department. In all these institutions lady students find admission, and their declared experience is in favor of the union of the sexes in the college-course as well as in the preparatory. The valedictorian at Willamette at the last commencement was a lady, and no one of all the graduates in the country seems to have called forth such applause as she se¬ cured. Statistical summary of universities and colleges. Names of universities and colleges. Corps of instruction. I Endowed professorships. Number of students. Corporate property, (kc. ’ Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. 'C c? £ § £i£) 7^ o .3 5 03 2 ,5 *5 S > Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Christian College . 8 0 205 115 $20, 000 $20, OCO $20, 000 $16, OCO $1, 600 $1,800 V 110 lid rinllACrfj 4 125 5, 000 5, COO • \ McMinnville College . 5 216 8 5, 000 10, 000 3, 000 65 "[Tn i . . . _ . 5 100- 89, 000 20, 000 64, 000 64, 000 6, 000 2, 000 5, 000 Willamette University . .. 7 .... 242 50 80, 000 50, 000 30, 000 30, 000 3, GOO 5, 000 5, 000 Statistical summary of schools for professional instruction. Names of schools for professional instruc¬ tion. • Corps of instruction. Number {?f students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other shurces. SCHOOL OF MEDICINE. Medical department, Willamette University* SCHOOLS OF SCIENCE. 12 4 t 44 $4, 000 5, 000 Scientific department, Willamette Univer- * The fact that the medical schools are generally opened late in the autumn or early in the winter probably explains the want of returns of students from the medical department of Willamette Uryversity, the alumni of which are reported to be 61 . Its first medical class graduated in 1869. i' Alumni, 61. JThe Agricultural College at Corvallis is reported by Dr. Atkinson to be flourishing, its students, including those in preparatory and partial courses, reaching 100, BUSINESS-COLLEGE. One such, at Salem, reports 1 instructor and 74 pu]iils. PENNSYLVANIA. 337 I»EWMSYI.YAT¥aA. . [From report of Hon, J. P. Wickersham, State-snperintendent of common schools, for the year enJt'd June 2, 1873.] Financial statement, sJioiving the financial condition of the school-districts of the Common¬ wealth, excluding Philadeljghia. EECEIPTS. From collectors, unseated lands, and all other sources, ex¬ clusive of State-appropriation . $6,671,949 93 From State-apx^roijriation for 1872 . 447,769 39 Total receipts . . . $7,119,719 32 EXPENDITURES. Cost of instruction . . 3,424,977 91 Fuel, contiuioeucies, &c . 1,756,111 73 Cost of school-houses, including renting, repairing, tfcc.. 1, 477, 831 03 .Total expenditures . 6, 658, 920 67 Balance in favor of districts . 460,798 65 EXPENDITURES FOR THE STATE, INCLUDING PHILADELPHIA. Cost of tuition for the year . $4, 325, 797 47 Cost of building, purchasing, and renting school-houses . 1,753,812 36 Total cost for tuition, building, fuel, tiad contingencies . 8,235, 120 41 Total cost, including expenditures of all kinds . 8, 345, 836 41 Estimated value of school-property . 21, 750, 209 00 Including $467,132.84, the amount expended in support of the orphan schools, the total sum expended for school-purposes under the direction of the school-department for the year 1873 was $8,812,969.25. SCHOOL-STATISTICS. The following figures do not include the city of Philadelphia : Whole number of districts . . . . Whole number of schools . . . Whole number of pupils in attendance . . Average attendance of pupils . . Percentage of attendance . Average length of school-term, in mouths . . . . Average cost of tuition per month per pupil . Whole number of male teachere . Whole number of female 'teachers . . Average salaries of male teachers per mouth . . Average salaries of female teachers per month . . Average number of mills on the dollar, school-tax . . Average number of mills on the dollar, building-tax . . Amount of tax levied . . Amount of tax levied and State-appropriation . . 2, 050 14, 675 694, 096 439, 393 63 6.3 $0 95 7,866 9, 593 1 58 2 44 7.5 4.3 $5, 543, 985. 23 $6, 243, 285. 23 The following school-statistics are inclusive of the city of Philadelphia : Number of school-districts in the State . . . 2, 050 N umber of schools . . . . --- 16, 305 Number of graded schools . 5,307 Number of school-directors . 13,576 Number of superintendents . 86 Number of teachers . 19, 089 Average salaries of male teachers per month . $42 69 Average salaries of female teachers per mouth . $34 92 Average length of school-term, in months . . 6.67 22 E 338 REPORT OF THE COMMISSIONER OF EDUCATION. Number of pnx)ils . : . 834, 020 Average number of pupils . 51l’ 413 Percentage of atteudauce upon total enrollment . . 61 Average cost of tuition per month per pu];)ii . $0 96 ' COMPAKISON OF STATISTICS V7ITH THOSE OF LAST YEAPv. Increase in number of districts . . 22 Increase in number of schools . 306 Increase in number of graded schools . 309 Increase iu number of school-directors. . . . . 120 Increase in number of teachers . . . 721 Increase in average length of school-term . 6 days. Decrease iu average number of pupils . 293 Decrease iu average number of pupils . 24, 803 Increase in cost of tuition . $221,523.94 Decrease in cost of buildings, fuel, contingencies, &c . . $219, 476. 31 Increase of expenditures of all kinds . . $763. 63 The increase in the length of the school-term is owing to the law of 1872, making the minimum school-term live instead of four months. It is gratifying that with this in- iu crease of term teachers’ salaries were also increased. “ Nothing shows more strikingly the vigorous growth of our educational system than the continued increase in the number of graded schools. . “ The cause of the decrease in the average number of pupils in attendance was the long, cold winter and the great quantities of snow, that almost stopped travel in some parts of the State for days together. “ Our school-houses cost over $1,000,000 less than for the preceding year, thus show¬ ing that our pressing wants in this respect have been supplied. Henceforth, for some years, wm can direct our chief energies to making improvements in the schools them¬ selves.” SCHOOL^ Number of graded schools . . 3, 827 Number graded during the year . 199 Number of separate schools for colored children . 70 N umber of schools well classified . . . 9, 680 Number in which books are uniform . 11, 206 Number in which the Bible is read . 11, 418 Number in which drawing is taught . 1, 642 Number in which vocal music is taught . 2, 803 Number in which any of the higher branches are taught . 1, 423 SCHOOL-HOUSES. Number of school-houses : frame, 7,997 ; brick or stone, 3,776 ; log, 233 _ 12, 006 Number built during the year . 498 Number unfit for use . . . . . 1, 795 Number badly Amntilated . 5, 475 Number without suitable outhouses . 4,658 Number of first-class school-houses . 2, 134 Number with grounds of sufficient size . 5, 640 Number with grounds suitably improved . 1,201 Number with suitable furniture . 5, 690 Number with injurious furniture . 2,753 'Number well supplied with apparatus . 1,826 Number without apparatus worth mentioning . 5,702 Number in which apparatus was increased during the year . 578 TEACHERS’ INSTITUTES. Number of days continued . . . 339 Whole number of actual members . 12, 302 Number of members engaged iu teaching common schools . 8, 014 Number of instructors and lecturers . 478 Received for support of institutes : from county-treasurer, $9,355.92; from members, $.3,677.39 ; from other sources, $5,272.71 . . . $18, 306 02 Paid instructors and lecturers . . . $10, 736 38 -Paid for other expenses . $5,322 34 PENNSYLVANIA. 339 EESPECTING SCHOOL-STATISTICS. To estimate with accuracy the value of a school-system, four classes of facts are iii- dis.peusable ; (1) the number of children to be educated, (2) the number that attend school, (3) the average daily attendance, and (4) the percentage of attendance. In Pennsylvania there are means of ascertaining the three last-named facts, but no ac¬ curate enumeration of all the children in the State of school-age. The school-age is between 0 and 21, and the probable number of persons between these ages is now about 1,200,000. Of these there were enrolled during the past year : in public schools, 834,020 ; in private schools, orphan-homes, colleges, &c., probably 50,000 more — making, in round numbers, 900, OOU. Of the 300,000 children of school-age not j in school, the great majority, without doubt, are between 15 and 21 years of age and have already obtained a certain degree of education ; but there are still many thou¬ sands of youth growing up to manhood almost wholly ignorant and uncared for. And yet no steps can be taken towards bringing them under the operations of the school- system until it is known who and where they are, what they are doing, and why they have not attended school. It is, therefore, recommended that the legislature" make provision for taking a school-census at the time of making the next triennial assess¬ ment throughout the State and every third year thereafter. DISTRICT-FINANCES. The taxes levied and collected for school-purposes throughout the State last year reach over $8,000,000. All this money conies out of the pockets of the people, and it is a matter of primary importance to them tliat the management of the school-finances in every district be judicious, economic, and honest. While it is true that the finan¬ cial trust placed in the hands of school-directors is, in a vast majority of cases, faith¬ fully administered, it must be admitted that somewhat of recklessness, if not dishon¬ esty, is chargeable now and then against the gnardians of education. Not one of the duties required by the law can be legally neglected, and yet there are hundreds of dis¬ tricts that overlook one or more of them, and some that habitually overlook them all. As the law now stands, there seems to be no sufficient authority, without recourse to the courts, to compel school-directors to perform all their duties. A change in the law should provide a remedy for this growing evil. RECUSANT DISTRICT. There is but a single district in the State that has not now in operation a system of common schools. In 1868 there were 24 recusant districts in 11 different counties, with some 5,000 children of school-age. By the act of that year and the earnest efforts made under it, 23 of these districts have been led to put free schools in operation. Ir, is hoped that the remaining district will not long remain in such an isolated position. The facts now stated suggest an important circumstance connected with the history of the common-school-system in this ^tate. The earlier laws establishing and improv¬ ing the system of common schools left it to a majority of the people to say whether they would have free schools or not. Districts adopted the system, therefore, only as fast as the affirmative votes of a majority of citizens could be procured. By the year 1849 so many districts had put the law in-force that it was made general, but no means of enforcing it in recusant districts were provided, except the loss of the State-appro- liriation. In 1868 24 districts still had no free schools and few of any kind. Now there is but one of this class, all the others having, by the free suffrages of a majority of the people, been induced to put the system in operation. DARK PLACES. The bright places, and there are many of them, will doubtless attract of themselves the notice th'^.y deserve, and it is considered advisable to point out a few that are dark. Unimproved scliool-groimds. — Out of the grounds attached to the 12,137 school-h-)uses in the vState only 1,201 are reported as being suitably improved, !, e., neatly fenced, free from rubbish, planted with shade-trees, and properly prepared for play-grounds. Doubtless many grouods not included in the list of those suitably improved have one or more of these requisites, hut every school-ground should have them all. Bad ventilation. — Deports show that 5,475 school-houses have no better means of veu- tilatipu than apertures in ceilings, tiausoms over doors, or raising and lowering win¬ dows furnish. Many indeed have no-, even these imperfect modes of purifying the air; and yet pure air is a prime necessity for heaUh as well as comfort. Unsuiiahle outhouses. — It is not a mark of high civilization that 4,658 school-houses are without these imcessaiy appendages, of a suitable kind, many hundreds of them in¬ deed without any at all. JVant of ajjparatus. — Teachers need tools, but 5,702 school-houses have no school-ap¬ paratus worth mentioning; none at all, except, perhaps, a small blackboard or a single maj) or chart. Jf’ant of qualifications on the part of teachers. — Of the 15,003 teachers receiving cer- 340 EEPORT OF THE COMMISSIONER OF EDUCATION. tificates to teach during the year, only 374 r^^ere found to have a “thorough kuorrledge of reading, writing, aritliinetic, geography, and grammar, and that practical prepara¬ tion for their protession which insures success/" NcfjUf/eiit directors. — The law requires directors to visit the schools under their charge at least once a month. Only 3,725, less than one-fourth, were thus visited. teachers’ institutes. Institutes for the iinprovenient of teachers were held during the past year in every county in the State. They were attended in the several counties by 11,917 actual teachers, and 385 teachers were members of the institute of the city of Philadelphia, making an aggregate of 12,302. This number exceeds that of any former year. In ad¬ dition to the teachers in attendance, there were present several hundred honorary members, school- directors, and friends of education, and probably 100,000 spectators. No one acquainted with their working can doubt that these institutes accomplish much good. Their greatest defect seems to be a want of practical, systematic, profes¬ sional instruction, and this is not without a remedjn CONFERENCES OF SUPERINTENDENTS. It has been customary ever since the establishment of the office to hold periodically meetings of the county-superintendents. These meetings, continuing in session but a clay or two, did not always prove very fruitful of good. In order to avoid the forms and ceremonies of a large convention and to bring those interested face to face with the most important educational questions demanding consideration, a series of private conferences, each composed of the officers of the school-department and the superin¬ tendents of a particular portion of the State, was held during the mouths of May and June. Nearly all the superintendents were in attendance. Concerning the results of these conferences the State-sunerintendent indorses what then appeared in the official department of the school-journal : “ Much wms expected from this form of consultation, but the results have surpassed all expectations. Never before have .such fruitful educational meetings been held in the State. Never before have school-officers obtainerl so clear a view of what needs doing. And never before have such efibrfcs been made to organize the forces that are wanted to do it. Unless Ave greatly miscalculate their significance, these conferences w'ill mark a new' era in educational progress among us.” * GENERAL SURVEY OF EDUCATION IN THE STATE. The common-school-system provides an elementary education, instruction in reading, writing, arithmetic, and the first principles of geography and grammar, for all the youth of the State who make voluntary application therefor. The administration of this system is still, in many respects, imperfect ; but it is being rapidly improved and is bestow'ing untold blessings upon generation after generation of children. The work done by the common-school-system being generally w'ell understood, it is proposed to make it the starting-point of the contemplated survey. BELOW THE COMMON SCHOOLS. Starting, then, with the common school, is there any educational work to be done below it ? Does it reach with its light the darkness that lies at the bottom of our so¬ cial structure? The follow'iug facts wfill answmr the question: according to the late United States census, there are in Pennsylvania 31,512 youth between tlie ages of 10 and 21 years who cannot write, and, of course, can readA'ery imperfectly, if at all; and as shame wmuld naturally preA^ent many from reporting their ignorance, this number is, Avithout doubt, much below' the reality. It is believed that there are not less than 75,000 children in the State W'ho are groAving up not v/holly without the ability to read and wnite a little, but altogether untrained and virtually ignorant. PRESENT LAAV INOPERATIVE. After a thorough investigation of the matter, the conclusion is reached that the laws forbidding or regulating the employment of children under certain ages are in most cases a dead letter. NUMBER OF UNTAUGHT CHILDREN AT AVORK. Many thousands of such children are to be found throughout the State, employed in manufacturing and mining, without schooling and, w'hat is of more consequence, Avirhout that discipline Avhich is necessary to constitute independent, self-governed American citizens. The extent of the evil will be better appreciated when it is added that the late census shows there are 75,643 children between the ages of 10 and 15 ennployed in v'arious manufacturing and mining industries. At least one-half of these children receive no education or none that is of much value to them. If to these thousands of youth are added the 190,844 adults who cannot write their PENNSYLVANIA. 341 own names, we have a stratum of ignorance and its concomitants nnderneatb our so¬ cial structure that seems to threaten tlie whole with decay and death. It is in this soil that crime and penury grow. From this field comes the dreadful crop that is har¬ vested in poor-houses, houses of refuge, jails, and penitentiaries. This is to-day t he deepest stain on our free institutions. Can it he removed ? Can this illiteracy he pre¬ vented? Can these neglected children he reclaimed ? From what is known of the uplifting, regenerating power of a right education, it is believed that 90 ])er cent, of even the worst of them can he. Testimony to this is hornehy every home of the friend¬ less, reform-school, and house of refuge in the country. But the State is doing little or nothing in this held. Only a single county is known to have made separate provision for destitute, friendless children. Private henevo- lence supports some thirty-five institutions employed in this work, with an attendance of about four thousand and an annual expenditure of about five hundred thousand dollars. But this work still leaves undone much that ought to he done. A few only are cared for, while the many are left to curse society with their ignorance and crime. A compulsory law, fining and imprisoning parents and guardians for not sending chil¬ dren to school, would not he enforced, and, if enforced, could not cure the evil. REMEDIAL SUGGESTIONS. It is therefore recommended that a general law he passed making it the duty of all parents, guardians, and employers to see that all children under their control attend school for a certain number of months in the year up to a certain age ; that there he established in every county, or in several counties formed into a district, a home for friendless children or an industrial school, to he governed in its main features in the same way as such institutions under private control are now governed ; and that it he made the duty of school- directors to see that the law in reference to attendance at school is obeyed, and if not, after proper notice and warning, let them exercise the power of sending the children to the district-home or school, compelling those respon¬ sible for the neglect to pa,y, in whole or in part, the necessary expense. This is believed to he the only plan that is feasible and sufficiently comprehensive to cover the whole field. A number of counties have taken preliminary steps looking in this direction. The State should now take hold of the matter and convert these forming plans into regular systems. ABOVE THE COMMON SCHOOLS. The school-superintendents of the State report 1,433 schools in which the higher branches are taught. The average number of xmpils studying the higher branches in each of these schools does not exceed 20, v.diich would make the whole number 28,660. If to this are added 2,000 for the city of Philadelphia, we have an aggregate of 30,660, or about one in thirty of the children in the common schools studying one or more branches beyond the mere elementary course prescribed by law. According to the late census, which in this respect does not difier widely from the reports of the surierintendents, there are in the State 138 academies, with 10,937 xmpils, and 400 iirivate day-and boarding-schools, with 16,100, the number of jiuxiils in both classes of schools being 27,087. If half these pux'ils study the higher branches — and that is a high estimate — it gives 13,594 as the number of “ upiier ’’ scholars in this class of schools. An addition of 2,000 may be made from the normal schools and normal in¬ stitutes. Summing up, we find some 45,000 out of the 1,200,000 ]iersons of school-age in the State, or out of the 900,000 children attending school the ^jast year, who are engaged in the study of one or more branches beyond the elements. The number of those who will xnrrsue to any considerable extent a liberal course of learning is much smaller. Small as the proxiortion ajixiears, it is believed that there never was a time in the his¬ tory of the State when so many young persons, relatively to the jiopulation, were studying the higher branches as now. Most of the old classic academies have died out, but their iilace is supplied by the graded schools, high schools, normal schools, and a new race of academies and seminaries. Not so large a iiroxiortion of students, perhajjs, in these ‘Mixiper schools” study Latin and Greek as was formerly the case, but, in accordance with the spirit of the times, they are studying the sciences instead. Not so large a xiroportion, xierhaps, go from them to^he colleges to pursue a course of study in the classic languages, but x)rox>ortionally luany more seek further instruction in scientific and technic schools. GILVDED AND HIGH SCHOOLS RECOMIMENDED. Two methods for the advancement of higher education are suggested : (1) Encour¬ age in all x>i’oxier ways the grading of public schools wherever they can be graded and the establishment in connection with them of high schools and departments for higher education. The number of graded schools has been more than trebled within the last ten years, and this rate of grovrth must be kept up. It would bo a Judicious exxiendi- ture of money to grant a sfiecial appropriation out of the common-sciiool-fund to every 342 REPORT OF THE COMMISSIONER OF EDUCATION. public liigli school. (2) Academies and seminaries, Tvlien coming up to a certain stanurposes ; but the sentiment of her people is sufficiently enlightened respecting the value of education to sustain those wlio make judicious, if large, expenditures in that behalf. Industrial school. — One thing she needs, and that is an industrial school for neglected children, with authority to gather them in from street and alley, from cellar and gar¬ ret, and care for them as their parents will not. SECONDARY INSTRUCTION. What has been so well said by the superintendent, under the head “Above the com¬ mon schools,*’ almost exhausts this toiiic for the State. Still, in addition to the inter¬ esting information from his report, it may be noted that 47 schools for secondary instruc¬ tion made returns in the autumn of 1873. Of these, 17 are for the exclusive education of boys, 11 of girls, and 19 for both sexes. The aggregate attendance was 4,394 pupils — 2,525 boys and 1,869 girls — with 317 teachers, 154 of whom are gentlemen and 163 ladies. Of the pupils, 953 were pursuing the study of classic and 617 modern languages; 516 pre¬ paring for college and 176 for the scientific course. In 40 of these schools drawing is tanght and in 36 music ; 29 own libraries, ranging in extent from 20 volumes to 3,000. Besides the above, six schools devoted especially to the work of preparing pupils for college report an aggregate of 493 such in collegiate classes, 183 of whom are engaged in classic studies and 323 in scientific, with- 488 additional in subordinate classes. In three of these schools the pupils are classified as follows : in advanced classes, 64 ; in senior, 43 ; in junior, 83 ; in middle, or third, 45 ; in lowest, or fourth, 29. In the le- maiuing schools there are 50 pupils in classic and 185 in scientific studies. Nazareth Hall, a well-known seminary of the Moravians, reports 125 in subordinate classes, giving no note of any in superior ones. All these schools have libraries of from 150 to 500 volumes. Three have chemic laboratories, two cabinets of natural history and philosoplj^ and gymnasia for the physical training of their xmpils. NORMAL SCHOOLS. These schools continue to flourish. In addition to the six reported as in operation a year ago there is is now a seventh, located at Shippensburg, Cumberland County. Its buildings are, all things considered, the best of the kind in the State and the pros¬ pects' of the school seem to be very promising.’^ Buildings for three more schools are in course of erection at California, Washington County ; Indiana, Indiana County ; and Lock Haven, Clinton County. The State has already aided the projects at California and Lock Haven to the extent of .$25,000 each and that at Indiana to the extent of $15,000. All these enterprises will probably go into operation as State-schools during the coming year. Under the law of 1857 there can be but two more schools, making twelve in all. The law, however, might be so modified as to admit to its benefits tlie normal school of Philadelphia. Philadeli)hia now" helps to support the State normal schools, but receives no aid for her own. If the city were constituted the thirteenth normal district this injustice would cease. The original policy concerning normal schools has undergone a change. The law of 1857 simj)ly contemplated the establishment of a certain number of private institutions for the training of teachers under some general State-regulations. The State at first made no appropriations to them and designed to make none. Subsequently, upon application made at different times, a sum amounting to $15,000 was ap])ropriated to each school then recognized under the law. The amount of aiipropriations made to the several schools, excluding all appropriations made in aid of students, now stands as follows: Millersville, $15,000; Edinboro’, $25,000 ; Mansfield, $35,000; Kutztowm, $25,000; Bloomsburg, $35,000 ; West Chester, $25,000 ; Shippensburg, $35,000 ; Califor- * Tlie new building of the normal school at Shippensburg is an elegant brick edilice four stories higli and has 213 rooms, with a capacity for boaiding and lodging .300 pupils and for instructing POO.* It is on an elevated site, which overlooks the town and commands a line view of the neighboring country. It is heated with steam, lighted with gas, and furnished throughout with iinproved fiuniturc. The inauguration-ceremonies wore held on the first day of the first term, April 15, 1873, when addresses were delivered by Henry Houck, deputy State-superintendent of public schools ; Hon. John Eaton, Jr. United States Commissioner of Education ; and other noted educators. The school opened with 300 pn])ils and the aggregate enrollment for the first term reached 314. Of the 217 normal pupils, a large majority have been already teachers and a still larger number intend to gi’aduato in the professional course and follow teaching as a life-work. 344 EEPORT OF THE COMMISSIONER OF EDUCATION. Ilia, $’25,000 ; Indiana, $15,000; Lock Haven, $25,000. The State has now more money invested in some of the normal schools than have individuals and about as much in others, and a policy has been forced upon it, not at first contemplated, of demanding a direct voice and vote in their management. This policy, or something equivalent, should be adhered to in making all future appropriations to normal schools. It is the best way of securing both efficiency in the schools and safety to the interests of the State. The legislature of 1873 enacted that there should be appropriated “for the several State normal schools, organized and accepted as such under the laws of this Common¬ wealth, the sum of $50,000, to be distributed by the governor, the superintendent of common schools, and the attorney-general, on such terms and conditions as they may determine, looking to the interests of the State as well as the welfare of the schools,’’ and “all proceedings of the above-named officers under this section to be reported to the, legislature in the next annual report of the superintendent of common schools.” The conditions of the act were accepted by the authorities of the State normal schools at Edinboro’, Mansfield, Kutztown, Bloomfsburg, and West Chester. Those of the State normal school at Millersville declined to accept them. The $50,000 were, therefore, distributed equally among the five schools above named, these being the only ones under the act entitled to it. The terms and conditions of the act were fully complied with by the several schools before the j)aynieut of the money. At a meeting of the principals and boards of trustees of the State normal schools, held at Harrisburg, December 2, 1873, a draught of a new supplement to the normal-school-law was discussed, amended, and finally adopted for presentation to the legislature. It provides (1) that, while the existing normal-school-districts shall remain as now legally constituted, there may be established in the districts without them othernormal schools, which may become State-institutions in the manner and on the conditions prescribed in the act of May 20, 1857, and its supplements ; (2) that all State-appropriations made directly to normal schools shall be distributed by a commission, to consist of the gov¬ ernor, State-superintendent, and attorney-general, on such conditions as to protect the interests of the State and do exact justice to the several schools ; (3) that the board of examiners to examine the graduating classes of the several State normal schools shall consist of the State-superintendent or his deputy, of three county-, city-, or borough-superintendents, (one of these a graduate of a State normal school,) and of the principal of the school in which the examination shall be held ; and (4) that no person shall graduate at such a school or receive a State-certificate as a practical teacher unless by the affirmative votes of four out of thesn five examiners. ^ COLLEGES. The superintendent says : “ The census-returns give Pennsylvania d universities and .33 colleges, with 349 teachers and 6,3-57 students, among whom are 1,470 females. There are in the State more than thirty-nine institutions with the corporate powers of colleges ; but scarcely more than one-third of that number possess full collegiate rank. “ The catalogues of the various colleges shov/ that not more than one-third of the whole number of students are in the regular college-courses. But, in comparison with past years, this is not discouraging. The number of such students, relatively to the population, has increased and is increasing ; and more of our youth are preparing to take a college-course than ever before. The colleges are generally preparing to meet this increased demand. “Within six or eight years some five or six new colleges have been established, some of which have been provided with fine buildings and liberal endowments. During the same ])eriod, the money expended in college-buildings and endowments cannot be less than $2,.500,000.^ “ But the colleges need strengthening. Their students should be greatly multiplied. The State is lowered in position and dwarfed in every way by the want of men of lib¬ eral learning and broad, generous Culture among her citizens. “With respect to colleges, the following policy is suggested: (1) the legislature should grant no more charters for colleges v^ithout requiring those asking for them to bring their institutions up to the full rank of a college ; (2) some way should be pro- * 'Within tbo past year the 'Bnivei sity of Pennsylvania has erected, in West Philadelphia, one of the finest structures for' educational purposes to be found in America. Lafayette Collcso, through the niunificence of Mr. Ario Pardee, Iras built Pardee Hall, for the scien tiiic department, at a cost of over $2:30,000, which is in additioir to the $200,000 given by him for the f .'U'iidation of the scientific sch.ool and to other donations in aid of it. This fine structure, imposing in cxlernal ai)pearance, complete and elegant in its internal arrangement.s, heated throughout with si earn and lighted with gas, is built of Trenton brown stone, with trimmings of light Ohio sand-stone. Its niainor central building is five stories in height, 50 feet in front, and 88 deep, anil, with its extensive wings, the entire length of front, in a straight line, is 250 feet. Fr'anhliu and Marshall College has enlarged her chapel and erected a fine academy-building on the colloge-gronnds. Wasliington and .Jefferson and Waynesburg Colleges and Lincoln University have new build¬ ings in proc.ess of erection. Imirrovements are also going forward at several of the other colleges, and additions have been made nearly everywhere to apparatuses, libraries, and museums. PENNSYLVANIA. 345 vided for dra wing a line between colleges worthy of the name and those that are not ; and (3) more intimate relations and more exact conformity in courses of study should he brought about between the colleges and the public high schools, from which the great majority of their students must hereafter come. “The most important problem now demanding solution by the friends of education in the State is the organization of all educational agencies into one system. There is nothing in the nature of the case to prevent the union, so far as is necessary for all practical purposes. Starting with the primary school, the boy should fmd a continu¬ ous grade, ascending step by step to the highest seat in the college or the university.’^ Siatistical summary of universities and colleyes. Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of pro.- ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Allegheny College . 6 3 40 64 $178, 500 $175, 000 $9, 350 12, 000 College of St. Thomas of Villanova . 10 38 250, 000 5, 000 $30, 000 3, 000 Dickinson College . 6 0 87 225, 000 210, 000 $206, 000 14, 050 292 27, 878 Franklin and Marshall College . 7 1 51 79 .$230, 000 95, 000 135, 000 80, 000 5, 200 1,400 1.3, 000 Haverford College . 5 49 150, 000 90, 700 90, 700 5, 004 18, 048 8, 712 Tj.afa.yette College . .. 25 2 262 8, 200 La Salle College . 9 110 66 30, 000 155, 000 1’ 510 Lebanon Valley College 98 35* 50[ 000 40,’ 000 20, 000 Lewisburg University. . . 6 "2 196 62 295^ 000 150, 000 126, 000 126, 000 8, 700 28, 442 5, 000 Lincoln University. _ Mercersburg College .... 6 0 47 53 60, 000 18, 000 6, 000 360 .5, 000 2, 000 Muhlenburg College .... 5 37 48 100, 000 44, 000 2, 500 5, 500 1, 200 Palatinate College . 5 181 30, 000 5, 000 600 Pennsylvania College . .. 10 ’4 5t) 75 110, OUO 100, 000 100, 000 6,455 5, 225 1 8, 850 St. Francis College : 8 41 40 3, 000 St. Joseph’s College .... 1 37 St. Vincent’s College _ 24 315 154 Swarthmore College .... 19 "0 176 . 90 450, 000 15, 000 15, 000 1,000 20, 000 2, ubo University of Pennsyl¬ vania . 16 1121 741, 083 49, 45! 6, 000 Ursinus College . 6 53 39 30i 000| 33, 000 3, 600 6, 000 Washington and Jeffer¬ son College . 9 1 134 96 75, 000! 75, 000 200, 000 189, 000 11, 500 3, 000 10, 000 Wayneshurg College. . . . 10 .... 192 97 25, 000; + 1,200 50, 000 40, 000 2, 000 3, 500 1,500 Western University of Pennsylvania . 15 §3 142 40 175, C00‘ 185, 000 135, 625 135, 625 11, 134 29, .391 2, 300 Westminster College. . . . 5 0 47 79 . 1 25, 000 96, 000 71,000 5, 680 1,900 3, 000 * Collegiate department suspended at present. t Twenty-seven of these students are in a special and partial course; while besides the 121 there are 5 post-graduates. Fifty thousand dollars cash for college-uses have been received during the year past and $10j000 for the filling of the library, J Value of apparatus. § Partially. COLLEGES FOR WOMEN. Sixteen institutions, exclusively for women, report, with more or less completeness, their statistics for 1873. An aggregate of 1,267 pupils are reported, 669 of whom were in collegiate and 321 in preparatory departments, while three colleges neither give the number of their pupils in total nor in any department and four give the total number in attendance without specifying their grades or whether in collegiate or pre¬ paratory departments. The classification of the pupils, as far as given in the different collegiate years, was as follows : in freshman, 146 ; sophomore, 131 ; junior, 69; senior, 75 ; in partial courses, 1.30 ; and in post-graduate-studies, 12. There are 227 instructors, 84 of whom are gentlemen and 143 ladies. Music, drawing, painting, French, and German form a part of the course in all but two of these institutions, in one of which French alone, and in the other German alone, is pursued ; to these Italian is added in four, Spanish in one, and three teach all four languages. Chemic laboratories and philosophic cabinets are reported in 8 of these colleges, natural-history-museums in 7, an astronomic observatory in 1, art-galleries in 2, gymnasia in 9, and in 13 libraries, ranging in extent from 250 volumes to 4,700. 346 EEPORT OF THE COMMISSIONER OF EDUCATION, PliOFESSIOXAL INSTRUCTION. Laic. — Besides tbe law-conrse of tlie University of Pennsylvania, vrhicli enjoys the skillful supervision of Judge Sbarswood, a peculiarly accomplished jurist, large" num¬ bers of experienced attorneys receive into their offices special students and give them the benefit of personal supervision of their studies and of that practical acquaintance v. ith the forms of law which grows out of daily observation of them. For this class of students more particularly, two reforms have been adopted by the Philadelphia bench and bar, at the suggestion of the board of examiners. In the first place, it is now ne¬ cessary that law-students, before being registered, should pass an elementary examina¬ tion on all the branches of a good English education and show themselves sufficiently 1) repared and qualified to commence the^study of the law. Then there is a prescribed course of reading laid down by the exainiuers and approved by the court, so that stu¬ dents will not be left to wander at will through the mazes of the law .or to pick up here and there some knowledge of practice merely, without any sound information as to the 2) rinciples and reasons that lie at the bottom of all the ins and outs of law. The law-school of the Lincoln University is esxiecially designed for the colored race, though others are not excluded. Medicine. — Tbe medical schools of Philadelphia have long had a high reputation. The late war greatly thinned the crowd of students that had been attendant on them ; but since the conclusion of it both the Jetferson Medical School and that of the Uni¬ versity of Pennsylvania have had their halls again continually crowded. The latter is to have its exercises in the future in the new buildings of the university in West Phila¬ delphia, where on one side a hall is to be erected for its special use and on the other a hosx)ital, which will be under its direction. The Woman’s Medical College steadily grows in favor and turns out many useful female iiractitioners. The Hahnemann Col¬ lege is well officered, and combines now in itself the strength of the two homeopathic schools which jireviously existed. The two dental colleges of Philadelijhia and the College of Pharmacy of the same place stand among the first of their class in the United States. The medical school at Lincoln University, like the law-school, is mainly for colored students. Theology. — The theologic schools enumerated in the table are all respectable, in some cases have very able faculties, and rejiresent almost all the jirominent denomina¬ tions in the country. The Crozier Seminary has a remarkably fine location on the heights which overlook the town of Chester and command a wfide view of the valley of the Delaware, from Philadeljihia to Wilmington. The Philadelphia Divinity School of the Protestant-Episcopal Church is also highly favored in the enjoyment of a choice location in tbe most elegant i^art of West Philadel^ihia. The Theological Seminary of the Lutheran Church in Philadeljihia looks out, too, from beneath the shadow of the finest church of the denomination in the city, on the playing fountain and delightful shade of the finest of the city-squares. One of the theologic seminaries of the Ro¬ man Catholics has a kindred location beside another of these squares, while another is in an im]3roving suburban locality, which must grow more and more attractive. Technics. — The Polytechnic College of Pennsylvania and the scientific dejiartments of Villanova College and the University of Pennsylvania afibrd to Philadeliihia stu¬ dents the opportunity for full instruction in the iffiysical sciences and in civil and me¬ chanic engineering, with rich resources for jiractical information in the great labora¬ tories and machiue-sho2)s with which Philadelphia abounds. In the same line, the Lehigh University, instruction in which is made free by the generous liberality of PIou. Asa Packer, its originator, and the Pardee Scientific School, at Easton, train stu¬ dents amid the great iron-wmrks, zinc-factories, railroad-engine-houses, and immense coal-transportations of the Lehigh and Delaware Valleys. The Agricultural Colleoe, now^ the Pennsylvania “ State College,” is reported by its board of visitors to be in Ex¬ cellent condition and doing a better work than ever 2>reviously for the training of ag¬ ricultural and scientific students. The State-superintendent refers also in his report to the following schools, additional to the above-mentioned : The Western University of Pennsylvania, ^Yhich has at Pittsburg, in full operation, a scientific department and dejjartmeuts of civil and mechanic engineering. The Night School for Artisans, under the 2)ublic-school-authorities of Philadelphia, and noticed among itt schools, attended last year by 596 students, 297 of whom were over 21 years of age. The Pittsburg high school, which has a de2)artment of technic instruction in suc¬ cessful 02)eration. Schools of design for w'omen, of which there are in 02)eration two, one in Philadel¬ phia, the other in Pittsburg, with a course of from twm to four years. The Academy of Fine Arts, located in Philadelphia, and at present in xiartial suspen¬ sion for want of a building, though its instructions are continued. The Academy of Natural Sciences, at the head of all such institutions in America, with a magnificent museum and a fine library. A new building is in xirocess of erec¬ tion for it. PENNSYLVANIA. 347 ^Vagner Free Institute of Science, Philadelphia, designed to be made a first-class technologic college. The Franklin Institute, Philadelphia, which, ever since its establishment, in 1826, has done a good work for technic science in Philadelphia, and instructs over 250 pu¬ pils yearly in mechanic, architectural, and general drawing. And, not the least imiiortant, the Mechanics’ High School, authorized by act of the legislature at its last session, to afford the sons of mechanics and working men a fair opportunity to obtain a scientiffc and technic education. Its board of trustees has under consideration the question wdiether to establish a distinct school or departments for technic training in connection with the public high schools, and the adoption, in some proper way by "the State, of the facilities for such instruction now furnished by a num¬ ber of the colleges and universities. With the view of strengthening the schools of science and art already established and promoting the growth of others, the adoption of the following course of action is respectfully recommended : (1) That provision be made for introducing free-hand and mechanic drawing, as rapidly as may be found practicable, into all the public schools in the State. In addi¬ tion, the elements of the natural sciences might be generally taught with great advan¬ tage. (2) That schools for artisans, like that in Philadelphia, dei^artments for technic in¬ struction in connection with high schools, like that in Pittsburg, or a plan of instruc¬ tion partaking of the valuable features of both be established by the public-school- authorities in all the large cities and towns of the State. If the policy indicated in these two propositions be adopted, it will impart all the needed strength to the higher technic institutions, for it will fill them with students. B USINESS-COLLEGES. Nine of these institutions appear in Pennsylvania : at Villanova College, Meadville, Philadelphia, Pittsburg, and St. Vincent’s College. The returns from four of these are quite imperfect, while from two no return for 187.3 appears. Five give an apparent aggregate of 40 instructors and 1,579 pupils. Statistical summary of schools for professional ' instruction. Names of schools for profes¬ sional instruction. SCHOOLS OF THEOLOGY. Crozier Theological Seminary . Meadville Theological School. Missionary Institute . Moravian College and Theo¬ logical Seminary . Philadelphia Divinity School of the Protestant-Episcopal Church . St. Charles Theological Sem inary . St. Michael’s Theological Sem¬ inary . Tlieologic department Lin¬ coln University . Theological Seminary, Lan¬ caster . Theological Seminary of the Evangelical Lutberan Church of Philadelphia.... Theological Seminary of the General Synod of the Evan¬ gelical Lutheran Church in the United States . Theologic Seminary of the United Presbyterian Church. Theologic department of Ur- sinus College . . ■\Vestern Theological Semina¬ ry of the Presbyterian Church . Yates Institute* . . No. of students. $400, 000 $17.5, 000 141,000 2.5.000 25, 000 Corporate property. &c. o o S O S -5 3 cs g'.s ft 43, 477 114, 300 150, 000 7, 387 50, 000 43, 000 60, 000 45, 000 30, 000 150, 000 5228, 000 113, 000 20, 000 114,306 90, 000 30, 000 22, 600 264, 664 S 5 a o o O 'C! $6, 000 1, 200 7, 646 5, 500 1, 356 17, 500 ® o t ”3 $2, 843 4,615 20, 000 2, 000 5, 600 6, 000 12, 000 2, 500 4, 564 5, 000 10, 000 4,000 3, 000 11,000 2, 500 4,000 14, 630 * Not in operation. 348 REPORT OF THE COMMISSIONER OF EDUCATION. Siatistical summary of schools for professional tnsfritc^ion— Continued. Names of schools for profes¬ sional instruction. Corps of instruction. 1 Endowed professorships. No. of students. Corporate property, &c. Number of volumes in library. Preparatory. Scientific. Amount of proper¬ ty of corporation. - Value of grounds, buildings, and ap- panitus. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for the last year from all other sources. SCHOOLS OF LAW. Law -department of Lincoln University . Law-departmentof Universi- 19 46-2 $60, 000 SCHOOLS OF MEDICINE. Jefferson Medical College .... Medical department of Lin¬ coln University . Medical department of Uni- ver.siiy of Pennsylvania . . . . Woman’s Medical College o’ Pennsylvania . . 13 OS; 17 20 4 11 .... 60 110 70 91 2.Afi 111, 625 $99, 625 $5, 977 $4, 035 Hahnemann Medical College of Pennsylvania . *$4, 000 2, 500 Peunsylva,nia College of Den¬ tal Surgery . 10, 234 12, 050 7,707 14, 000 Philadelphia Dental College.. Philadelphia College of Phar¬ macy . *13, 500 60, 000 300, 000 2,300 2. 000 15, 000 SCHOOLS OF SCIENCE. Agricultural College of Penn- svlvauiat . 86 62 .500, 000 60, 000 $.500, 000 500, 000 30, 000 Franklin Institute . Pardee scientitic department of Lafayette College . . . Polymchnic College of the State of Peniji-ylvarka" ... Scientific department of Vil- lanova College . 8 30 60 250, 000 5, 000 30, 000 2, 000 Scientific department of the University of Penunylvania Scientific School of Lehigh Univei'sity . . . . 14 147 500, 000 750, 000 § 2, 000 Wagner Free Institute of Sci¬ ence . Apparatus. t liiiormation comes through the Bellefonte Republican of February 4, 1874, that, on application of the trustees of the Agricultural College, the court of Centre County has changed the name of this institution to that of Pennsylvania Slate College. 1 Instiuction at the Franklin Institute is given by lectures, and there are no regular classes. § Supported by the founder, Hon. Asa Packer, GIRARD COLLEGE FOR ORPHANS, PHILADELPHIA. Tlie report of the directors of city-trusts for 1873 states that during the year 63 hoys were admitted to this college and 60 left it, the number reinaiuiug being 547. The total number admitted during the. twenty -six years of its existence has been 1,761, most of them coming from poor homes, from which, at least, one parent had been taken. The boys after entering the college are, for about two years, under tlie cane of gov¬ ernesses, one such being put in charge of a section of about 40 boys. An intelligent supervising governess aids these sectioned ones in eradicating evil habits and impart¬ ing religious and moral instruction. The formation of habits of prayer is encouraged by tliesc good ladies and also the committing to memory of selected portions of Holy Sculpture. Five prefects, aided by an experienced siipervisiug prefect, have charge of the larger boys when out of school and do what they can to guide them aright, as well as to restrain them fl ora wrong-doing. Twelve women and four men have them be¬ neath their care in school-hours, three of these v/omen giAuug part of their time to in¬ struction in reading and elocution and in the French and Spanish languages, while tAvo of the men teach vocal and instrumental music. The elder pupils form a military PENNSYLVANIA. 349 battalion of college-cadets, and the benefit to health and manly bearing derived from the diill to which these are subjected has been so great that, with a view to still further improvement in this line, it is proposed to introduce a course of calisthenics, to be extended to all the pupils of the college. By such means, together with the use of every hygienic precautiou with respect to ventilation, food, clothing, and the care of excellent physicians, the greater portion of the pupils come to the enjoyment of sound health and vigorous constitutions, although more than a third of their fathers have died of consumption and many of the mothers have been similarly diseased. PENNSYLVANIA INSTITUTION FOR DEAF AND DUJMB. This is located at the corner of Broad and Pine streets, Philadelphia. The report for 1872, published in 1873, gives the total number of pupils for that year as 265, of whom 38 were dismissed and 1 died, leaving the number at the close of the year 226. Of the whole number, 16 were from the State of New Jersey and 7 from Delawain. Notwithstanding a great prevalence of small-pox in the city during 1872, the general health of the inmates of the institution continued remarkably good, only two or three cases of serious illness having occurred. One of these, a case of malignant small-pox, terminated fatally, the only one in all the year. Nothing besides has occurred to pre¬ vent the steady prosecution of the work to which the institution is devoted. In car¬ rying this forward a new teacher has been employed for a new class of girls received. The usual course of mental training has been pursued and in the shops the instruc¬ tion in shoe-making and tailoring has gone forward with a fair measure of success. Of the 38 pupils dismissed during the year, 38 are said to have gone out with good prospects of self-support, while of those that remained the deiiortment has been good, and the interest taken in their studies has resulted in a degree of improvement credit¬ able to them and encouraging to their teachers. The proceeds of their work in the shoe-shop, exclusive of the cost of material, amounted to $900 for the year, and in the tailor-shoxi to $800 — a total of $1,700. To illustrate the benefit of the instruction thus received, it is mentioned that one of the shoe-makers, an orphan lad of 16, who left the institution on the last Wednesday in June, paid it a visit in the latter part of August, to show what he had already accomplished. He was dressed in a full suit of new clothes costing $21, which he had bought with money earned with his own hands at his trade since leaving school, having $4.50 of his earnings still remaining in his pocket. The girls have all received instruction in the use of the needle and many of them in the art of oxierating the sewing-machine. Their own clothing and the under¬ clothing of the boys have been ma,de by them, anti they do the other plain sewing of the institution, some also disiilaying a good degree of taste in dress-making and milliner-work. PENNSYLVANIA INSTITUTION FOR INSTRUCTION OF THE BLIND. This noble school, like that for the deaf and dumb, is in Philadelphia, and occupies a square of ground between Race and Summer and Twentieth and Twenty-first streets, which it nearly fills with its work-shops and school-buildings, the dwelling of the jirin- cipal being at the northeastern corner. The estimated value of its property is $195,000 and its average annual receipts for five years iiast $73,886.48, of which $5,262.02 come from New Jersey for the supxiort of pupils from that State and $1,007.35 from Dela¬ ware for a like purpose, with $2,570.96 from individuals, either as gifts or for sux)port of students. The State allows it $33,500 annually for State-pupils. The whole number admitted since the opening of the institution has been 803 ; the number present in 1873 was 194. Besides as full a course of instruction in the ordinary branches of education as can well be given to the blind, including music, such inmates as require it are taught handicraft-occupations, as broom-making, brush-making, mat¬ making, mattress-making, cane-seating, carpet-weaving, bead-work, knitting, haud- and machine-sewing. The number of volumes in the library, largely in raised letters for the blind, is 700. STATE teachers’ ASSOCIATION. The twentieth annual session of this body was held in Library Hall, Pittsburg, on Tuesday, Wednesday, and Thursday, August 12-14, 1873. The subjects presented and discussed were : ‘‘Every-day logic,” ‘‘The physical features of the Mississippi Valley” — at the head of one of the branches of which Pittsburg is situated — “ The superintend¬ ency,” “Natural science in our schools,” “Conflict between science and theology,” “What can public schools do to quicken the public conscience ?” “ Our normal-school- policy,” “ The place of moral instruction is our public schools,” and “ Sound as a force.” A brief abstract of the papier on “ Our uormal-school-X)o]icy,” by J. A. Cooxier, is all for which space can now be found. This opens with a statement that the norinal- school-x>olicy of Pennsylvania is in some resx)ects peculiar and unlike that of any other State in the Union. Some features that mark it are thus noted: (1) “ It is a permissive policy : The original act of the legislature, instead of provid¬ ing for the establishment of schools by axiiiropriating money to erect them, says, 350 EEPORT OF THE COMMISSIONER OF EDUCATION. ‘"Whenever any number of individnals more than thirteen shall erect, &c., then such schools may be recoonized as State normal schools.’ (2) “It is a comprehensive policy: The law divides the State into 12 normal-school- districts and j)rovides that one school may be established in each district ; but no school can be recognized without accommodations for 300 impils. Twelve schools, with capacity for 300 students each, will furnish oioportunity for 3,600 pupils to receive instruction, sufficient, it is thought, to fill the common schools with all the teachers they may call for. It is comprehensive, too, in reaching every school-district, by pro¬ viding that each one may send one scholar annually to the normal school. (3) “ It is a co-operative policy : It encourages the people to establish schools, by making* provision for the State to add its authority and give its iDrotection to the schools when the people have erected and established them. (4) “It is a local administrative policy : The whole internal and external affairs of each school are managed by the local officers, without any connection with other schools. This gives opportunity to adapt the management of the sejparate schools to the peculiar wants of the people in different sections of the State. (5) “ It is a stimulating policy : Giving the largest liberty to individual schools and to the separate members of each school, it tends to call out the best efforts of all connected with them in generous rivalry. (6) “ It is a boarding-school-policy : The law specifies that each school must have boarding-accommodations for 300 students. To give this number of persons play¬ grounds and yards, there must be also at least ten acres of ground attached. These boarding-accommodations make it possible and the required extent of ground makes it necessary to establish the schools in the country, where purer airs, a greater cpniet- ness, and a better general influence can be secured. (7) “ It is an expansive policy : The schools having been erected by private muni¬ ficence, because needed in the section where they are established, the same generosity which provides for their original establishment can be depended on to supply the means of healthy growth. (8) “ It is a conservative policy : Though the special details of each school are ad¬ ministered by the officers of that school, the course of study is the same for all the schools. It is fixed by the principals of the several schools at a meeting called for that purpose, and, once fixed, no change can be made without the aioproval of the State- superintendent and a majority of the principals. (9) “ It is a thorough policy : The course of study, as now settled, is less extensive than in many of the States, but what it lacks in surface it makes up in depth. Thor¬ ough instruction is the aim of the instructors and is secured by the system of examin¬ ations, which is that the students shall be examined by a board ax^pointed by the State- superinteudept, of which board he is himself the chairman. (10) “ It is a jxolicy of fixed responsibility: The law charges the head of each school with the whole discipline and interior government of the school. “ Some of these features have been copied in other States; nearly all were new and original with the Pennsylvania normal-school-law.’^ OBITUARIES. Jonathan Gause, one of the most remarkable teachers of Pennsylvania, was born, Oc¬ tober 23, 1786, in Chester County, Pennsylvania. His early education was obtained at a common country school. He was intended by his father for a mechanic, but, an acci¬ dent occurring by which he was rendered lame for life, he became a teacher. He had a mind of no ordinary character; not quick to act, but broad, comprehensive, and log¬ ical. His great energy and intense devotion to study soon enabled him to distance many who possessed minds of greater activity but lacked his iron will and determined nature. His first essay in teaching was in 1807, at Marshalltown, Chester County. In 1813 he took charge of the West Chester Academy, which flourished under his care and became quite celebrated in Eastern Pennsylvania. In 1829 he opened a select school in West Chester, and taught it until 1832, when he commenced and for seven years kept a school upon his own farm, known as Greenwood Dell Boarding-School, which became very popular. In 1839 he acceiffed the jirincipalship of Unionville Academy, in Ches¬ ter County, and continued in the office eight years, when he resumed teaching at Green¬ wood Deli, and continued until 1865, having taught during more than fifty-seven years. As a teacher, Mr. Gause was industrious, patient, hopeful, persevering, ingenious, and abundant in resources, jiossessing, also, a wonderful tact in develoxoing these essential qnalitiesiu others. The dull boy became, under the inspiration of his influence, alert and often bright in some particular departments of study ; the timid, shrinking, sensitive pupil grew hojieful, self-reliant, and often aggressive ; the boisterous, careless, and in¬ different became inspired with high resolves. As a disciplinarian he was [leculiarly fe¬ licitous : there were no arbitrary rules promulgated ; every pupil became a member of his family, an object of his xiarental care. There was no offensive esiiionage nor as¬ sumption of dignity or superiority, but a gentle, kindly courtesy and trustfulness that iusjiired affection and res^iect. His love of man was intensified when ax)x)lied to his PENNSYLVANIA. 351 pupils. His most potent characteristics as a teacher were his great love and sympathy for his pupils, his perfect self-control, and his wonderful power of government. Other teachers have rivaled him in intellectual qualifications and attainments, although his were excellent, but few or none combined with them a body so strong, a temper so even, and a love so divine. He spent the last eight years of his life with his widowed daughter, on a beautiful farm on the Brandywine, adjoining Greenwood Dell, where he died, April 9, 1873, nearly eighty-seven years of age, but in the full possession of his faculties and with a Christian’s trust. Charles Louis Steinmitller, late x)riucipal of the German-English public school of Lan¬ caster, Pennsylvania, died May 24, 1873, after a brief illness. fie was a teacher both by birth and training, and, like the apostle of old, he CA^er “ magnified his office.” Teaching was to him a grand work, aud the prospect of greater pecuniary profit in other spheres of labor never tempted him to swerve from the straight line of duty marked out for himself. He was the son of a teacher in Hesse-Darmstadt, and was born December 4, 1836. His education as a professional teacher was received at the Teachers’ Seminary, at Friedberg. He came to America when about 22 years of age, and in 1860 com¬ menced teaching a parochial school in the Germau-Lutheran church of Lancaster, in which work he continued until elected principal of the German-English public school, some three or four years since, combining for some time instruction in music with his other work, this being with him a matter of intense enthusiasm. He was buried. May 27, at Zion cemetery, in a green and wooded spot. Many hun¬ dreds of old aud young gathered in honest grief about his grave, deeply impressed with the lesson all recognized as that of his modest life, that the truest wealth consists neither in gold nor lauds and that neither earth nor heaven has higher meed of praise than this : faithful till death! Mr. Charles McAllister, of Philadelphia, who showed his interest in education by the bestowmeut of $100,000 for the establishment of a college at Minneapolis, Minneso¬ ta, died in the latter portion of the year 1873. Eev. Samuel S. Schmucker, D. D., long known as an educator of more than ordinary power, died at Gettysburg, Pennsylvania, July 26, 1873, aged 74. Entering the ministry at an early age, he at once became a teacher, and from 1826 to 1864 was professor of didactic theology in the Theological Seminary of the Lutheran Church at Gettysburg, when he retired with the rank of emeritus professor, and devoted himself to the preparation of works for the press. He was a voluminous and able writer and the author of many volumes on psychologic, theologic, and practical themes. The Eev. Peter Van Pelt, D. D., who died in Philadelphia August 21, aged 75, was for many years professor of oriental languages, first at Burlington College, New Jersey, aud afterward in the divinity school of the Protestant-Episcopal Church in West Philadelphia. For some time before his death disease had driven him into retirement, which, however, was brightened to the last by the pursuit of his favorite studies in an eminently pleasant home. LIST OF SCHOOL-OFFICIALS IN PENNSYLViUSHA. Hon. J. P, WiCKERSHAM, State-superintendent of common schools, Harrisburg. COUNTY-SUPERINTENDENTS. Adams . Allegheny . . Armstrong.. Beaver . Bedford . Berks . Blair . Bradford..., Bucks Butler . Cambria . . . . Cameron.... Carbon _ Centre . . Chester . Clarion . Clearfield... Clinton !.... Columbia ... Crawford . . . Cumberland Dauphin. ... Delaware . . . County. Name. Post-office. Aaron Shuly . A. T.Doulhett . . A. D. Glenn . Martin L. Knight - Henry W. Fisher _ David B. Brunner ... John B. Holland . Austin A. Keeney _ Hugh B. Eastbuin ... R. H. Young . Thomas J. Chapman. Joseph B. Johnson... R. F. Hofford . R. M. Magee . Hiram F. Pierce . J. E. Wood . J. A. Gregory . Martin W. Heer . William H. Snyder .. James C. Graham - D. E. Kast ........... S. D. Ingram . J ames W. B aker . . . . . Gettysburg. Pittsburg. Kittaning. Beaver. Bedford. Reading. Newr’y. Towanda. New Hope. Coultersville. Ebensburg. Emporium. Lehighton. Bellcfonte. West Chester. Clarion. Clearfield. Salona. Orangeville. Meadville. Mechanicsburg. Harrisburg. Media. 352 EEPOET OF THE COMMISSIONER OF EDUCATION. List of school-officials in Pennsylvania — Continued. County. Name. Post-office. Elk . Early. W^aterford. C. C. Taylor . Brownsville. Marionville. Brown’s Mill. New Grenada. Rice’s Landing. Hubelsville. H. H. Woodal . P. M. McNeal . Indiana. Puuxatawney. Port Royal. Lancaster. New Castle. T .phaiion _ _ _ William G. Lehman...... . . . Lebanon. Tiphigli - _ _ _ _ J ames 0. Knauss . . . . Allentown. T.n7prnR _ _ William A. Campbell . . . Shickshinny. Monturesville. Lycoming ...... _ ............ Thomas F. Gahan. . . McKean ...... _ ....... _ W. H. Curtis . Smithport. Mercer. Mercer. ........................ N. W. Porter . . . . . Miffiin ...... _ _ _ ........ _ John M. Bille.. _ _ _ _ _ _ Kishacoquillas. Stroudsburg. Trappe. Pottsgrove. Mt. Bethel. Monroe ...... _ ... _ ........ Jeremiah Fruttchey . . . . Montgomery ................... Abel Rambo . . . Montour _ _ ...... _ _ _ ...... William Henry . . . . . Northampton . Ben. F. Raesty . Northumberland . . Saul Shipman...... . . . . Suiibury. Millerstown. Perry . . . . . Silas Wright . . . . . . Pike . .Tohn T/a.yt,on _ _ _ _ Dingman’s Ferry, Coudersport. Port Carbon. Potter . . . . . . . J. W. Allen . Schuylkill . Jesse Newlin . . . ...... _ _ _ _ Snyflpr _ .. William Nottling _ _ _ Selin’s Grove. Somerset _ _ Daniel W. Will . Glade. Sullivan _ John W^. Martin _ ..... _ ............ _ Du shore. Susquehanna. _ _ _ William C. Tilden . Forest Lake Centre. Knoxville. Tioga _ _ ...... _ ...... _ ' Elias Horton, jr _ _ _ _ _ XJ nion ...... ............. _ A. S. Burrows _ _ _ Mifflinburg. Petroleum Centre. Venango . . . W. J. McClure . . . . . . W arren . . . . . Byron Sutherland . . . . . . W arren. Washington . William G. Fee . Canonsburg, Prompton. Salem Cross-Road.s, Wayne . . . D, G. Allen . Westmoreland ... . . . Henry M. Jones.... . . . Wyoming . . . . . Thompson Bodle . . . . . . Tunkhannock. York . William H. Kain . York. RHODE ISLAND. 353 RIIOBE ISJLAWD. [From reports of Hon. Thomas "W. Bichnell, State-superintendent of common schools, for the years ended April 30, 187:2 and 1873.*J FINANCIAL STATEMENT. Eeceipts. Amoiiut of State- approiiriati on s . . . $90, 000 09 Amount of town-appropriations . . . 309,578 75 Amount from registry-taxes and other sources . 24, 490 82 Amount of district-taxes . 59,722 28 Amount of balance unexpended last year . 13, 114 47 Total from all sources . 490, 906 41 Expenditures. Amount expended for teachers . . . 375, 406 70 Amount expended for school-houses . . . 90, 216 93 Total expenditures . . . . . 465, 623 63 SCHOOL- ATTENDANCE. Number of children between 5 and 15 years, (estimated) . 42, 000 Number of pupils registered in summer-schools, (male, 12,877 ; female,14,035) . 26, 912 Increase over last year . . . - 465 Average attendance . 21,805 Increase over last year . 16 Number of pupils registered in winter-schools, (male, 14,752 ; female, 13,950) 28, 702 Increase over last year . 306 Average attendance . 23, 052 Decrease from last year..- . . . . 98 Per cent, of attendance on whole number registered, (summer) . . 81 Per cent, of attendance on whole number registered, (winter) . 80 Estimated number of pupils in private aud Catholic schools . 8, 000 Estimated number instructed at home or detained as invalids . 1, 000 Estimated number at public and private schools or instructed at home. .. 38, 000 Estimated number not in attendance on any school . . . 4, 000 Estimated percentage of school-pox)ulation under instruction . . 90 Estimated x)ercentage of school-population not under any instruction, (or 1 child in every 10 between 5 aud 15 years of age) . 10 • - ==z TE ACHED S AND TEACHERS’ PAY. Number of teachers in summer-schools, (male, 93 ; female, 612) . 705 Number of teachers in winter-schools, (male, 177; female, 579) . 756 Increase of teachers over last year . . . 45 Average wages per mouth, including board, in summer-schools . $34 85 Increase over last year . $2 33 Average wages x^er month, including board, in winter-schools . $39 72 Increase over last year . $1 48 SCHOOL-DISTRICTS AND SCHOOLS. Number of school-districts . 424 Number of summer-schools . 687 Increase over last year . . . ^ . 5 Number of winter-schools . 727 Increase over last year . 8 Average length of school-year, weeks . 34 SCHOOL-TAX. The report of 1872 shows that the local taxation for schools is very unequal. Six cents is the minimum, twenty-six cents the maximum, tax on each $100 of valuation. For returus of 1872-’73, see statistical tables I and II. 23 E 354 EEPORT OF THE COMMISSIONER OF EDUCATION. \ The towns range between these two extremes. In order to equalize the burden and give to the poorest towns equal educational advantages with the richest, it is neces¬ sary that the school-fund of the State or its annual appropriations be increased. To secure this result, the State should make an annual pro-rata tax upon its valuation, which is constantly increasing. This would be most appreciated where novv the tax fails the heaviest, upon the poorer towuis and districts. As it now stands, the State-appropriation, while it remains a fixed sum, is really decreasing, for as the children of the State increase in numbers there is less monej^ for each child, and unless the towns make ux) the constant deficiency, the school-advan¬ tages must decrease. To remedy this difficulty, it is recommended to fix a ratio of tax¬ ation, say one mill upon each dollar of the State-valuation. This would yield an an¬ nual revenue of $225,000, which, divided equally among the towns, would satisfy the increasing demand for educational facilities and distribute the hurdens among those who will most largely enjoy the x>ecuniaiy gains. TOtVN- AND DISTKICT-SYSTEIMS. Nine cities and towns have adojtted, either wholly or in part, the town-system of school-management. The board of education expresses the belief that the district-system is unfavorable to the school-interests of a town and recommends that it be abolished. The State-super¬ intendent calls attention to the modification of the district-system in such a manner and to such an extent as to intrust the duty of hiring teachers, fixing salaries, &c., to the town’s school-committee. “ This is a much-needed change and will be gratifying to school-trustees as well as to school-committees.” The town-system has j^roved satisfactory wherever it has been tried for any length of time. TOWN-SUPERINTENDENTS. A superintendent of schools has been axixiointed for each town and city in the State. The xiresent school-law regarding the salary of suxierintendents is considered defective. It is believed that this should be fixed by the school-committee, rather than by the people at their annual election. It is recommended that where one town is not able to suxiport a suxieriutendent two contiguous towms should unite in electing the same officer for both, the salary to be fixed by the school-committees of both towns; also that the sux^eri’if indent be XJaid such a salary as will enable him to devote the whole of his time to the schools. SCHOOL-COMMITTEES. By the revised statutes the term of office df school- committees is changed from one to three years. This is considered a most desirable change, as giving character and Xiermaneuce to the office and its work. The law" allows comxietent women, as well as men, to be elected to this office, and experience shows that wmmen fulfill its duties most faithfully, conscientiously, and successfully. The proxiriety of having active, efficient women in each school-board is suggested to the consideration of the citizens of the several towns. CONDITION OF SCHOOLS. As the public schools of the State have become more efficient than XM’ivate institu¬ tions, patronage has been withdrawn from the latter and the attendance upon the former has improved. Tlie registered attendance uxion the public schools throughout the State has increased by 500 xinpils over the preceding year. The average attend¬ ance has also inqiioved. The town-axix>ropiiations for the support of schools have exceeded those of last year. These facts indicate a sure, if not rapid, advancement. From a table showing the relative size of the xniblic schools, it ax^x^ears that about one-fourth of the schools in the State register less than twenty pupils each. Thus a large x>roportion of the public money is exxiended for a small number of puxiils, the education of each child in some school-districts costing from $40 to $80 x^er annum. It is believed that a reduction of the number of school-districts and a consolidation of schools would give more money for schools to each district, and thus insure more thoroughly qualified teachers and a better classification of xmxiils. EVENING-SCHOOLS. . These schools increase in number every year. The sum of $3,000 was xilaeed by the general assembly at the disposal of the board of education to be used in the interest of these schools. Upon the request of the Rhode Island Educational Union, $1,700 of this amount wms given to that organization for the establishment of evening-schools. The remaining $1,300 was distributed among the towns which sux3Xiort evening-schools. Believing that these schools should be pnt upon the same basis as the day-schools, the board of education recommends that the State-ax^XMopriation for schools for the ensuing year be increased to $100,000, and that $10,000 of this amount be set apart for the establishment and maintenance of evening-schools. RHODE ISLAND. 355 COMPULSORY EDUCATION. The hoard of education recommends the passage by the general assembly this year of an enabling act, authorizing towns and municipalities, by proper provisions, to enforce the attendance at. school of all children who cannot prove to the satisfaction of the local school-board that they are receiving suitable instruction elsewhere. 'I'o carry out perfectly such a reform, a State industrial school, or a home for juvenile otfenders, not penal in character, is an indispensable auxiliary. The annual message of the governor calls the attention of the general assembly to this important measure, and it is hoped and expected that a joint committee will make all necessary inquiry into the extent of juvenile illiteracy and crime, and that, when the magnitude of these evils is shown, the State will institute measures for the speedy removal of them. The report of the board of education notices the condition of children employed in factories and denied the privileges of school. The legislative measures adopted by the State for the correction of this evil have thus far proved ineffectual. The question of how to ameliorate the condition of these children and secure for them the blessings of educa¬ tion is urged upon the consideration of the general assembly. FREE PUBLIC LIBRARIES. The board of education has had under consideration the subject of local free libraries as supplemental to the public-school-system and the expediency of encourag¬ ing, by State aid, to a moderate extent, the establishment and maintenance of such institutions. The State-superintendent recommends the passage of an act to encourage the maintenance of free libraries throughout the State, by offering to each town an annual appropriation from the educational fund equal to the amount that shall be annually raised for the purpose in the town itself to the limit of $300. Each local library thus assisted shall be required to report annually to the board. Failure to re¬ port or cessation of local appropriations for twelve months shall involve forfeiture to the State of all boo^rs purchased by the State’s appropriation. PROGRESS. The report of the State-school-commissioner for 1873 says on this head : In the year 1863 the towns raised nearlj^ $100,000 for the support of schools. Ten years later, in 1873, the same towns raised over $300,000 for the same noble purpose ; and this amount was independent of the large sum of nearly $200,000 expended in the building and re¬ pair of school-houses. Three dollars for one, or an increase of 200 per cent., is a large gain in a decade.” Looking at the work of 1873, the board of education writes : “ In the survey of the work and its results for the past year, the board have abundant reason to congratulate the general assemby on the advance that has been made in the cause of popular educa¬ tion. ^ ***** ■» “In several towns beautiful and commodious school-houses have been erected, with most of the modern improvements for the health and comfort of the pupils. “ School-officers have held frequent meetings for mutual conference and for the dis¬ cussion of questions intimately connected with their important duties. “The institutes’ have been well attended and are doing an important auxiliary work. “ There is evidently throughout the State an increasing interest in the cause of edu¬ cation. Parents are beginning to Ihel more deeply than ever before that the richest legacy they can leave their children is a sound practical education, such as will fit them for the duties and exigencies of life.. “The normal school, wdth its able corps of teachers, is accomplishing all that could be expected wdth its present limited accommodations, though a new and commodious building is much needed.” BRISTOL. In Bristol a system of graded schools, from primary to high, prevails, and the school- committee, while speaking regretfully of the large number of children not embra 'ed in these, says that at no time since this system was adopted have the schools done better work than during the past year. Of the 1,200 children of suitable school-age, about 800 have made use of the advantages provided for them in the eleven city- and three dis¬ trict-schools, and are reported to have made very satisfactory advance. The number in the first, second, and third grammar-schools has been about 100; that in the high school, 46. The class wdiich is to graduate in 1874 is said to be of high promise. At the annual town-meeting in 1872 $600 was appropriated for the establishment of evening- schools, which Avere opened, in October, for boys and girls not able to attend during the day. Seventy boys and 68 girls were registered in these schools, and, Avith the aid of faithful teachers, considerable progress has been made and satisfactory results obtained. NEAVPORT. In Newport the graded system has prevailed for seven years, with great advantage to the teachers and still greater, it is held, to the pupils under them. No scholar is 356 REPORT OF THE COMMISSIONER OF EDUCATION. allowed to pass up from one orade to auother till prepared for the change, it being thought, bett.jr that a child should learu one thing completely than many things par¬ tially, Out of a total city-population of 12,521, the number of children of school-age in 1873 is given as 2,023. Of these 1,391 have been enrolled in the public day-schools, 162 in evening-schools, 500 in Roman-Catln lie Church schools, and about 200 in private schools. The schools are one mixed day-school, hve subprimaries, (of two grades.) one mixed primary, (of four grades,) eight ]>rimaries, (of two grades,) seven intermediates, (of two grades,) eight grammar-schools, (of tour gi'ades,) and one high school. Improve¬ ment i'l the order which prevails in all these schools is noted, one evidence of this being that, wheieas for the year 1871-72 112 pupils were sent to the office for disciphne, and 45 of these more than once, in the year 1(872-73 the number sent was only 70, and of these only 18 more than once. In ten school-rooms there has been no case of corp ral l)unishment, and these schools are among the best governed of the wdiole. In one school¬ building, where twe-ve schools are concentrated and 457 children are enrolled, one means of securing thorough order has been having pupils enter and leave in col- uiuus, marching to the sound of the drum. Music and drawing are taught in the schools, and encouraging progress has been made in both. Evening-schools are maintained, one with 68 enrolled pupils and an average attend¬ ance of 18 having come over from a preceding year, and another, an evening high school, being a creation of the year past. It was opened in October, 1872, and con¬ tinued till April, 1(873. At first intended for young men and boys alone, it was opened to young ladies also in January, with highly satisfactory results, the female pupils being the most constant in attendance and as zealous as any. The number of males registered vras 118; of females, 19; the average attendance, 23. In this school, besides the common English branches, English literature, political economy, Latin, and chem¬ istry were taught to those who desired it, two special private classes being also formed, by request, in French and mechanic drawing. After one session’s ex])erience, the teacher drew the inference that in the class of pupils atteudiug such a school there is a decided demand for the common 1>rauches of education — readings waiting, and arith¬ metic a less demand for geography, grammar, higher arithmetic, algebra, and geom¬ etry ; and a strong one for such advanced studies as French, political economy, and English literature. A new- high school, to cost $40,000 for ground and building and to have an endow¬ ment-fund c»f $90,000, is about to be provided for the city, through a munificent bequest of $100,000 from the late William Sanford Rogers, of Boston, and a vote of .$30,000 by the citizens. The design is Venetian Gothic, the dimensions 53 feet by 60, and the stories 12, 17, and 16 feet in height. The halls and class-rooms are large, and finished in yellow pine, except the stairs, which are of ash. There is a special room for a library, one for r, chemic laboratory, and reception-rooms for visitors, with a large one, 20 feet by 50, for chapel-use and exhibitions. PnOVIDEXCE. At Providence the school-system seems to be remarkably complete, embracing pri¬ mary, intermediate, grammar-, hi^h, evening-, and vacation-schools. The number en- ■rolled in the first four of these chisses has been, for the autumnal term, 9,072; for the spring-term, 8,865 ; these being distributed among 29 primary schools, 25 intermediate, 7 grammar-, and 1 high school. Besides, there have been 2,566 enrolled in 6 elementary, 1 high, and 1 polytechnic school held in the evenings, together with an evening-school for Germans and another for Italians, giving a total of 11,638 for all the public schools of day and evening, except the vacatmu-schools, which raise this sum to 1,000 more. The city-school-committee says, as to all these: “The results accomplished ampl^^ requite all the care, vigilance, and expense devoted to the perfecting of our school- system. We have many able teachers, who are zealous in their work. Improved methods of instruction have been introduced, tending to diversify and enliven the hours given to study. The general introduction of musical exercises is an illustration of the”good results accomplished in this direction. The introduction of drawdng is another.” The city-superintendent devotes much of his report to the present thorough gTfading of the schools and classes, shows some incidental disadvantages connected with it to be shunned, and points out how its high advantages may be secured. “To promote,” he says, “the best interests of all, to crowd none beyond their strength, to encourage the studious, to give each an opportunity to advance as fast as he is able, to accommo¬ date those who are absent on account of sickness or other necessary causes, the classes must be near together, and the promotions from a lower to a higher must be frequent. The diflereut grades should remain unchanged and no pupil be permitted to enter on a higher work till that of the lower has been completed. Neither should a pupil, when prepared for promotion, be compelled to wmit for others.” The evening-schools did a good wmik in the winter, the elementary imparting the ordinary branches of instruction ; the high opening its doors to all who desired lin¬ guistic, literary, or special training ; the polytechnic offeriug an education in science as RHODE ISLAND. 9 O 57 applied to itidnstry. The records of 518 scliolnis attendant on these eveninij-schools show ()5 trades as followed by that nmnber of pnpils, and yet <;ood discipline seems to have been maintained in this seemingly incongrnons mass, with very creditable results from training. Tl)e vacation-schools were six in number; continued six weeks in July and August; were taught almost wholly orally, with blackboard, map, and pictorial illustrations; and kept more than a thousand children from .the dangers of the street amidst plensaut aud profitable instruction. SECOXDAKY INSTRUCTION. Two schools devoted to this make special returns for 1873, as follows : (1) . St. Bernard’s Academy, Woonsocket, under the charge of the Roman-Catholic Sist(‘rs of Mercy, 5 female teachers, with 40 male and 70 female pupils. All these I)upils study French as well as English, and instruction is g;iveii in drawing and music, vocal and instrumental, but not in the ancient languages ; nor is there yet a chemic laboratory or a philosophic cabinet and apparatus. No library is .spoken of. (2) New England Yearly Meeting Boarding-School of Friends, at Providence, reports property of about $850,000, of which $725,000 is in grounds and bTiildings ami $125,000 in lu’oductive funds ; instructors — 7 males and 6 females ; pupils — male, 142 ; female, 75. A preparatory department exists, in which instruction is given in all the elements of an ordinary English education, and beyond this a classic course of four years, Greek, Frejich, German, botany, physiology, and drawing being elective studies in the second aud third years of this course and Latin in the fourth year. Provision is also made for the continuance of studies in the classics and mathematics beyond this four-years course, if students should desire it, the Latin, in that case, reaching to Juvenal, the Greek to Demosthenes and Homer. The school is provided with an extensive philo¬ sophic and chemic apparatus, an astrouomic observatory, a rich cabiuet of min¬ erals, and a library of over 2,500 volumes. Extensive grounds furnish advantages for recreation and daily exercise in a gymnasium is required of all the pnpils. Besides the above, three schools, devoted especially to the preparation of students for college, are located respectively at East Greenwich, North Scituate, aud Providence. These have an aggregate attendance of 241 pupils under 25 instructors. In two of these schools 30 pupils were, in 1873, pursuing an advanced course, with a view to entering higher classes in college; 15 Avere in the senior-classes, 28 in the junior-, 65 in the middle, and 38 in the lowest class. The third, the University Grammar-School, at Providence, was preparing 65 students for Brown University. The library and a]>par;i- tus of the university are used in this school. The other two have libraries belonging to them, one of 2,000, the other of 200 Amlnmes. The high schools of the State-system, too, or at least those which appear in the State- report, haAm their courses so arranged as to secure for pupils that desire it a fair prep¬ aration for collegiate or uniA^ersity-training, their full curriculum embracing not only an excellent and thorough series of required English studies, but also an optional series of Latin and G reek, reaching to the iEneid in the former and the Anabasis in the latter; French, too, being included in Providence aud NcAvport, if not elscAvliere. No examiuation-iiapers reaching the Bureau of Education, for either school- or college- classes, show more thorough instruction or more careful sifting of the knowledge gained than those of the Providence and NcAvport high schools. STATE NORMAL SCHOOL. The first year of this institution was most successful and has clearly proved the Avis- dom of its establishment. At the opening of the school, in September, 1871, the num¬ ber of applicants for admission Avas greater than could be accommodated, and at the commencement of the second year it wnis found necessary to enlarge the seating capacity of the school. The number entered during the year Avas 132, of Avhoiu 41 had previously been engaged in teaching. The aA^erage age of those Avho entered was 19 years 3 months. The school is divided into four classes. Instruction has been given in elementary chemistry and in free-hand draAving. A room better adapted for tho pi’actice of the latter is needed, also a suitable room for the teaching of natural science. One of the encouraging features of the school has been the persistent en¬ deavor of the pupils to continue the course of study without interruption. The plan in accordance Avith which this school is established is unlike, and in some of its features is in advance of, the plan of any other school in New England. The building now occupied by the normal school serves a Aniluable temporary ])nr- pose, but more extensive and more permanent quarters arc needed. Tho State-super¬ intendent suggests the purchase of laud, which may now be procured at reasonable rates, and the erection of a substantial and commodious normal-school-building. The report of the principal for the year ended in June, 1873, says! “During tlie past six months the demand for tho graduates of the school has been far beyond the supply. Those Avho to-day graduate will make a large aud elfectiA^e re-enforcement for the ranks of our public-school-teachers. We expect that they will render good service. 358 EEPORT OF THE COMMISSIONER OF EDUCATION. Several have proved their aptitude for their rvork by their success is teaching before entering the normal school.” He writes subsequeWly : “The necessity of securing teachers who have made the refpiisite preparation, and who will give themselves con¬ tinuously and unreservedly to teaching, has been felt in many parts of the State, and there is a greater willingness to give such teachers, if permanently secured, better pay. The young men who hereafter enter the normal school and thoroughly prepare for teaching may reasonably expect more adequate compensation ” [than has been given hitherto.] SIIPEIUOR INSTRUCTION. The one institution for imparting superior instruction in the State, Brown Univer¬ sity, presents the following exhibition of its present state. An agricultural depart¬ ment has been added to the university and arrangements made for receiving thirty pupils to it on free scholarships. Statistical summary of Brown Univo’sity. Name of university. 1 Corps of instruction. 3 o ZC P a p o 3 : H Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap- Ijaratus. Amount of endow¬ ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Brown University .. 13 o 212 $1, 500, 000 $700, 000 $45, 000 $18, 407 40, 000 BUSINESS- COLLEGE. One business-college, at Providence, w^ith G male and 2 female instructors, reports 125 pupils, of whom 105 are modes and 20 females. teachers’ institutes. Five institutes, held during the year, have been well attended and have been pro¬ ductive of unusually good results to teachers and to the communities where they have been held. School-officers, in most cases, grant teachers the time to attend these insti¬ tutes. The annual meetings of the Rhode Island Institute of Instruction continue to grow in interest and importance and are, in a certain sense, the exponent of the edu¬ cational spirit throughout the State. No meeting ever held in Rhode Island, possibly none ever held in New England, exceeded, in the numbers and enthusiasm of its audi¬ ence, the meeting of this institute in .January, 1873. During the winter and sirring of 1872 a series of meetings to. awaken an educational interest w’as held in nearly every town in the State. The plan contemplated three meetings each day: in the mornijig, a lecture or class-exercise for teachers and school- officers ; in the afternoon, addresses to the pupils, and, in the evening, to the citizens. Among the subjects discussed in the evening-addresses v,mre scliool-houses, furniture, grounds, school-taxes, parent.al co-oireratiou, education, and labor, &c. No meetings have been held productive of so much practical good as these. Teachers’ associations have been formed and regular meetings held in half the towms of the State. In some places the meetings are held once a week, in others once a fortnight or once a month. Their good effect is shown in the iinxirovement of tho schools whose teachers belong to the associations. RHODE ISLAND EDUCATIONAL UNION. “The object of this association is to aid in supplementing the great work of public instruction.” It especially aims to reach tho largo numbers of adults not reached by tho daily public schools, bj’ “promoting the establishment of evening-schools, reading- rooms, libraries, and kindred means of intellectual improvement.” By such instru¬ mentalities its originators thought that something could “be done for the 15,000 offi¬ cially reported to be beyond tho school-age in the State and yet unable to write their names — 10,000 of whonrcould not write at all - for another 15,000 but little in advance of those, and for the educational cause at large.” Under its auspices or with its aid there have been already opened, in more than 20 towns, upwards of (iO evening-schools, averaging more than 100 scholars each, and reaching many others through their influence. During the yehr 1872-’73 the town of Warwick, at its annual meeting, and the towm of Cumberland, at a special meeting, KHODE ISLAND. 359 were induced to appropriate $500 and $600, respectively, for the estahlishment of even- ioo-schools. With some local and State-aid besides, the school-committees of these towns have set in motion 8 schools with 800 pupils, and are said to be working out ex¬ cellent results. Other towns, it is hoped, will come in to aid in the acod work in 1873-74. LIST OF SCHOOL-OFFICIALS IN RHODE ISLAND. Hon, T. W. Bicknell, State-superintendent of common schools, Providence. STATE-BOARD OF EDUCATION. Name. Post-office, Providence. Providence. Newport. TOWN-SUPERINTENDENTS. Town. Name. Post-office. Providence ..... _ Daniel Leach . . . . . . Providence. Newport _ _ _ _ _ .... Thomas FI. Clarke . Newport. Barrington Centre. Bristol. Paseoag. Shannock Mills, Summit. Barrington ........ _ Isaac T. Cadv, A. M . T^vi^tnl .. _ _ Robert S. Andrews . . . . . Biirrillville . William Fitz . . . . Charlestown _ ... _ ... _ W^illiam F. Tucker . . . Coventry . . . . . . E. K. Parker . . . Cranston . D. G. Anderson . . . Cranston Print-Works. Valley Palls. East Greenwich. W^atchemoket. Cumberland _ _ _ _ _ C. Wk Burnham . . . . . . . East Greenwich .... _ .... Daniel C. Kenyon . . . . . . East Providence . . . Ah az Bassett . . . . . . . . . Exeter . . . . . . ...... Willet H. Arnold . .' . Exeter. Fester _ _ _ _ _ .. George S Tillinghast . . . . Foster Centre. Harmony. Hopkinton. Jamestown. Gloucester _ _ _ _ _ _ Thomas Irons - _ _ _ _ _ ....... _ .... opkintoii ................... Jamestown . Elijah Anthony . . Johnston . W’lliam A. Phillips . Olneyville. Central Falls. Lincoln _ _ _ _ _ . . Lysander Flagg _ _ _ _ _ _ _ _ Little Compton.... . . . F". R. Browmell . . . . . . . . Little Compton. Newport. New Shoreham, Middletown _ _ _ C Flammond . . . . . . . . New Shoreham . Giles H. Peabody - . . North Kingston . . A. H. Chadsev-.'. . W’^ickt'ord. North Providence . Andrew Jenks . Pawtucket. North Smithfield. ... . . C. R Fitts . Slaterville. Pawtucket . . . Pi E. Bishop . Pawtucket. Portsmouth . . . George Manchester. . . Newport, Wyoming. North Scituate. Richmond . . . G. Tillinghast . Scituate _ _ ...... _ _ _ J. IM. Brewster _ _ _ _ _ .... _ _ South Kingston . . . E. F. Watson _ _ _ _ _ _ _ Wakefield. Smithlield . . . . M. W. Bui’lingame . Georgiaville. Fall River, Mass, Tiverton . John F. Chase . Warwick _ _ William V. Slocum . . . . . . . Phoenix. TVarren . . . . . S. K. Dexter . . . Warren. Westerly . H. M. Eaton . Westerly. Summit. West Greenwich . Charles P. Carpentef . Woonsocket _ _ J. C. White . Woonsocket, 360 REPORT OF THE COMMISSIONER OF EDUCATION. S<0>UTII CA!S$>I.mA. [From the report of Hon. H. K. Jillson, State-snperiutendent of public instruction, for the scholastic year ended June 30, 1873. J FINANCIAL STATEMENT. Eeceqjts. State-scliool-appropriation . . . $300,000 00 Proceeds of poll-tax . 56, 492 70 Local or scliool-district-taxes, amount reported as collected . 93,475 98 Total . 449,968 68 Deduct unpaid balance of the State-school-appropriation . . 29,714 18 Net school-revenue . 420,254 50 Increase in amount of poll-tax over last year . 5, 430 00 Increase in amount of district-taxes over last year . 28, 968 27 Total valuation of taxable property in the State . . 167, 481, 092 67 In thirteen counties no school-district-taxes were raised. Expenditures. Salaries of teachers . . . $333, 790 13 Building school-houses . . . . 8, 559 46 Rent of school-houses . 3,199 32 Other expenditures . . . . . . . 23, 883 76 Total . . . 369,432 67 The returns received by the superintendent concerning school-expenditures are in¬ complete. One county makes ho report of the amount of salaries paid to teachers. Only partial reports have been made of the cost of school-houses erected during the year. The returns from which the item of other expenses has been derived are par¬ ticularly deficient. The office is in possession of no data upon which to base an esti¬ mate of school-expenditures during the period from July 1, 1873, to October 1, 1873, the close of the fiscal year. SCHOLASTIC POPULATION. The scholastic population comprises the children between 6 and 16 years of age, both inclusive : White children — males, 43,474 ; females, 41,501 . 84. 975 Colored children — males, 73,442; females, 71,685 . 145, 127 Total scholastic population . . . 230,102 Increase in scholastic population since 1869 . - . 32, 923 ATTENDANCE. White children enrolled in school — males, 19,346; females, 17,872 . 37,218 Colored children enrolled in school — males, 23,828; females, 22,707... 46,535 Total enrollment . 83,753 Increase over last year . - . 7, 431 SOUTH CAROLINA. 3Gl - Table slioioing number of 2)uinls in different branches. Branches. 1872. 1873. Alpbnhpt. _ _ _ _ _ _ 8, 581 53, 95G 43, 144 10, 320 60, 229 49,813 34, 130 'Rcadiu'’’ ........ _ _ _ ... _ ... _ _ _ _ _ _ _ _ _ _ _ _ _ ^Vrithijr ...... .. _ _ _ _ _ 29, 833 19, 032 Mental arithmetic _ _ ........ _ _ _ _ _ _ _ _ _ ..... _ _ . 26! 907 24, 968 22, 1 1 1 12, 605 9, 239 ^Viitten arithmetic _ _ _ _ _ _ _ _ _ _ ... _ _ _ ...... _ 2o’ 590 flpoornnh V .. . .. . - _ _ _ _ 16, 444 English grammar. _ ....... _ _ _ _ _ _ _ _ _ _ _ _ loi 565 7,381 2, 286 History of the United States . . . . . . . . . . . . . ..... Higher branches . . 2, 533 TEACHERS AND TEACHERS’ PAY. Nortliern white teachers — males, 20; females, 42 . 62 SoutlieiTi white teachers — males, 900; females, 661 . 1,561 Northern colored teachers — males, 16; fen)ales, 10 . 26 Southern colored teachers — males, 448; females, 213 . 661 Whole number of teachers— males, 1,384; females, 926 . 2,310 Increase over last year in whole number of teachers . 125 Number of teachers holding third-grade-certiticates . . - , 780 Number of teachers holding second-grade-certiticates . 884 Number of teachers holding first-grad e-certilicates . ‘ 646 Number of State-certificates granted during the year . 19 Average monthly i^ay of male teachers . $33 78 Average monthly pay of female teachers . 32 06 Largest monthly pay of niale teachers, (Charleston) . 133 00 Largest monthly pay of female teachers . 43 28 Smallest monthly pay of male teachers . 20 26 Smallest monthly pay of female teachers . . . 14 79 Of the teachers to whom State-certificates were granted, 13 are white and 6 colored, 7 are males and 12 females. A State-certificate is always of the first grade and is good anywhere in the State for a term of two years, unless sooner revoked. SCHOOL-DISTRICTS AND SCHOOLS. Number of school-districts . 463 Number of schools . . 2, 017 Increase over last year . 98 Average number of months schools were in session . 5 The greatest number of months schools have been in session during the year is 8 and the least 3. SCHOOL-HOUSES. Number of school-booses in the State . 2, 017 Increase over last year . 147 Number of school-houses owned by school-districts . 384 Number of school-houses owned by other parties . 1, ()33 Number of school-houses erected during the year : log, 67 ; frame, 42 . 109 Cost . . . ' . $8,559 46 Number of school-houses previously erected : log, 1,129 ; frame, 760 ; brick, 18 ; stone, 1 . 1, 908 Valuation . $242, 086 48 Number in good condition . 888 Number in fair condition . 575 Number in bad condition . 445 Whole number of school-houses with grounds inclosed . 283 Number of school-houses rented during the year . 136 Amount paid for rent . $3, 199 32 There are, in the city of Charleston, four good brick school-houses, valued at $100,000. They are public property and are included in the above statement. Tlie returns concerning the cost of school-houses erected during the year are very incomplete. It is not possible to estimate their actual aggregate cost. 362 REPORT OF THE COMMISSIONER OF EDUCATION. SOUPwCES OF SCHOOL-REVENUE. There are three sources of school-revenue, namely : (1) State-school-appropriations or the proceeds of the sx)ecial State-school- tax, (2) (3) local or school- district-taxes. The general assembly, at its last regular session, authorized and directed the levy of a tax of two mills on the dollar on all the taxable jiroperty in the State for the su]}- X)ort of x>oblic schools and ax)X)i’opriated for the sux)port and maintenance of free com¬ mon schools, dnriug the fiscal year commenced November 1, 1872, the sum of ^300,000 from said tax. The sum of money realized so far from this special State-school-tax is $270,285.82. The total amount rex^orted as collected on account of poll-tax for the year ended October 31, 1873, is $61,841. Of this amount only $.56,492.70 has been available for the sux)])ort of schools, the sum of $1,138.70 having been allowed to county-treasurers for collection and $4,209.60 having been collected and not accounted for. The total assessment of polls for the year ended October 31, 1873, was $90,956, of which $61,841 were collected, $14,890 were returned as nulla bona and abated, and $14,225 were reported to county-commissioners for collection under the XR’ovisions of “An act to enforce -the payment of the poll-tax.” It is believed that the effect of this act will be to increase considerably the amount of poll-tax collected. Attention is called to the fact that while the voting x)opulation*of the State is at least 106,722, yet the total assessment of polls is reported at only 90,956. In Charleston County, which has a voting pox)ulation of at least 13,850, only $1,914 was collected on account of x>oll-tax for the last year. The local taxes are subject to the will of the people of the several school-districts. In very many school-districts the x^eople have refused to vote a local tax, giving, as the reason for such refusal, the failure of the State to make good its ax^propriatious for school-x>urposes. The conviction is exx:)ressed that, in order to make the common-school- system practically successful and thoroughly efficient, it must be chiefly sux>x>orted by local taxation, levied by the voluntary action of the x^eox^le. APPORTIONMENT OF STATE-SCHOOL-FUNDS. The constitution and school-law contemxilate the axiportionment of State-school- funds, in proportion to the number of xmpils attending the xtublic schools. This ap- Xiortionmeut has, hitherto, been made either according to i-eru’esentation or on the basis of scholastic x)opulatiou. This course is believed to be clearly unconstitutional. More¬ over, under this system a school-district which has a small school-attendance, or per¬ haps none at all, may receive more than a district which has a large number of xmxiils attending its xrublic schools. It is therefore recommended that, hereafter, the State- school-fuuds be axix^r>rtioned on the basis of school-attendance. REPORTS OF COUNTY-COMMISSIONERS. The superintendent says : “ The annoyance, delay, and ditSculty experienced in the prex>aration of my annual rexiort for this year cannot well be described. This has been occasioned by the very careless manner in which a majority of the annual reports of county-school-eomniissioners have been made out. Many of these reports were found to be incorrect in the matter of simxile addition. A few county-school-commis¬ sioners have not been xu’ompt to forward their reports as the law requires. “1 :im aware that county-school-conimissiouers have labored under sejious discour¬ agement during the year, on account of not having received their salaries. In many instances they have not been xirovided with suitable office-conveniences and incidentals. “ County-treasurers have shown great reluctance in furnishing this office with the recxuired information concerning collections made by them on account of poll-taxes.” THE OFFICE OF COUNTY-SCHOOL-COMMISSIONER. This office, which corresxionds to the office of county-suxieriutendent in the school- system of other States, is the most important one in the school-economy. Remarks of the State-superintendents of Illinois and Minnesota concerning the qualifications for this office are quoted, and it is asked, “ How many of our county- school-commissioners rexuesent this high standard of qualification ?” While the State-superintendent is x>osses8ed of little or no direct and final authority over comnion-school-matters, the county-school-commissioner is vested with almost unlimited jurisdiction. The State-suxierintendent hasnot the power toappoint a single school-officer, but the county-school-commissioner is endowed with the axipointment of county-examiners and school-trustees. That this axiiiointiug power is sometimes abused and xierverted by the selection of political adherents and of xiersons utterly in¬ competent and unworthy to occupy these positions is a certainty and an evil which demands correction. TEAUIIF.RS. The inefficiency of a large majority of the schools is due to the employment of x^er- sons wholly unworthy, either morally or intellectually, to occupy the resxionsible posh SOUTH CAROLINA. 3G3 tion of t-eacher. Tl^e mischief wronglit by inferior teachers is incalcnlahle. Boards of county-examiners are, in a great measure, resi)onsible for the em])loynient of so many incompetent and iueliicient teachers, because of their neglect in the matter of examiii- ing candidates and granting certificates. It is suggested that this evil could be reme¬ died to some extent by i)lacing the power to ai^point county-examiners in the hands of the State-superintendent. It is remarked, however, that the continued services of first-class teachers cannot be secured until they can be well and promptly paid. TEACIIEES’ INSTITUTES. Teachers’ conventions have been held in four counties, teachers’ institutes in two, and in a third arrangements have been made for a similar organization. In some of the places where the meetings were held much interest was manifested, not only by the teachers, but by the citizens generally. “A well-organized and efficiently-conducted system of State teachers’ institutes would, doubtless, accomplish much toward enhancing the efficiency of our teachers and the usefulness of our schools. It is hoped, therefore, that the matter will receive due attention and encouragement from the general assembly.” TEXT-BOOKS. No text-books have been distributed during the year. The list approved February, 1870, is faulty and needs revision. It is recommended that the general assembly a-p- point a commission vested with full and final authority to revise the present list and make the necessary arrangements for the introduction of the books prescribed in the revised list. EDUCATIONAL PKOGRESS. It is a matter of surprise and congratulation to those who feel an interest in the educa¬ tional work of th^State that, under the adverse circumstances attending it, even some progress has been made. The iieople themselves must take a greater working interest in the common-school-system before its complete and ultimate success can be fully assured. There is, however, in the minds of the people a growing spirit of interest in the matter of popular educatimi, which, sooner or later, will assert itself in terms that can neither be misunderstood nor disregarded, and demand that educational advan¬ tages be placed within easy reach of all. The hinderances to progress in school-matters are numerous and diverse as to their nature and degree, but, under favorable circumstances, the question of their removal could be solved without very great trouble. Attention is called to the TWO GREAT AND SERIOUS IMPEDIMENTS to the success of free common schools. These are (1) the unsatisfactory condition of the school-finances and (2) ignorance, incompetency, and inexcusable neglect of dutj* on the part of many school-officers. (1) To suppose that the public schools can be conducted with a reasonable degree of success without a sufficiency of available funds is the height of absurdity. While the appropriations made by the general assembly for common-scbool-purposes have not been adequate, yet they have, perhaps, been as liberal as could have been expected. Some of these appropriations have been paid after a long, discouraging, and unpardon¬ able delay, while others have only been paid in part. Of the State-school-appropria¬ tion of $300,000 for the fiscal year ended Octob(W 31, 1872, only $90,814.55 have been paid, leaving an unpaid balance of $209,185.45. Of the State-schooi-approiiriation of $300,000, for the fiscal year ended October 31, 1873, there still remains an unpaid bal¬ ance of $29,714.18. Not one dollar of the State-school-deficiency-appropriation of $75,000 for the fiscal year ended October 31, 1871, has yet been disbursed. If these ap¬ propriations wei'o made in good faith — and it is fair to presume that they were— the adoption of measures to provide for their payment in full and without further delay is an act of duty and of justice. If the future management of the State-school-appro¬ priations is to be no improvement on that of the past, it vrould be wise to abandon the plan altogether and impose upon the people of each county or school-district the duty of providing the means for the maintenance of the public schools. The lack of suc¬ cess in the school-system is not inherent in the system itself, but arises, rather, from the manner of its administration ; and the chief cause of this maladministration is the deplorable condition of the school-finances. (2) One of the most serious hinderances to the proper and judicious administration of the school-system, and second only to that occasioned by the condition of the school- finances, lies in the fact that many of the school-officers are eminently discpialified for the positions which they hold. A majority of the school-trustees manifest little or no interest in the important and responsible duties to which they have been apiiointed. That the success of the schools is dependent, to a great extent, upon the character and management of the local school-officers cannot be doubted. How to secure good and efficient officers is a question not easy of solution. As a step in this direction, tho superintendent suggests the passage of an act providing for the election of school- trustees. 364 REPORT OF THE COMMISSIONER OF EDUCATION. LEGISLATION EECOMAIENDED. The following special legislation concerning school-matters is recommended : (1) The immediate enactment of such measures as will positively secure tlie prompt and complete payment of all unpaid balances of past appropriations for educational purposes. (2) An act authorizing and directing each county-treasurer to set aside aud retain out of the funds collected by him on account of State-taxes a sufficient sum of money to cover the apportionment of State-school-funds made to his county. (3) A special appropriation of $5,594.63, for the completion of the Uniform System of School- Records, already authorized by law. (4) An act requiring the county-commissioners of each county to furnish the county- school-conimissiouer of their county with a comfortable and convenient office and such incidentals as are necessary to the proper transaction of the legitimate business of his office. (5) An act to fix and define the school-year and to make the same uniform through¬ out the State. (6) An act to increase the annual allowance made to the State-superintendent for clerk- hire. (7) An act to authorize the State-superintendent of education to apjioint couuty- school-examiners. (8) An act to provide for the election of school-trustees. The establishment of a State-reform-scliool and of a school for idiots and feeble¬ minded children is urged upon the consideration of the general assembly. PEABODY FUND. The agent of the Peabody fund, in his report for 1873, says : “ So far as I can learn, what was said of this State in my last report remains sub¬ stantially true. Few schools are supported through the year, consequently we have not had opportunity for many appropriations.” An application from Charleston for aid stated that the school-tax levied in that city during the year had sustained the schools to the beginning of October, which exhausted the funds of the board and left no hope of relief until the city -tax for 1873 should be collected. “The legislature,” it was remarked, “ at its last session appropriated over $300,000 for educational purposes, not a dollar of which has been received frorii the treasury, and the result is that nearly all the public schools in the State have been closed.” It was hoped that provision might be made in the future for the schools of the city independent of State-aid and that no further assistance from the fund would be called for. Pine Ridge Academy was assisted to the amount of $300 and the school at Spartan¬ burg, as in former years, to $200. Total amount paid to the State, $1,500. SECONDARY INSTRUCTION. Direct information has been received from only four institutions which can be held to impart secondary training : the Shaw Memorial School at Charleston; St.John’s Hall, Spartanburg ; and two schools sustained by the American Missionary Associa¬ tion of New York. St. John’s Hall is an individual enterprise, yet in its infancy, established for the time being in the buildings of the suspended Theological Seminary of the Protestant- Episcopal Church of South Carolina. It reports 3 instructors, with 9 pupils, of whom 5 are engaged in the study of the modern languages. The Shaw Memorial School, with primary and grammar ■deiiartments, includes also a high school, in which are taught Latin, the natural sciences, and other branches of a generous education. The number of teachers in the school is 9 ; of pupils engaged in the higher branches, 82. The two schools of the American Missionary Society are the Avery Institute at Charleston and the Brewer Normal School at Greenwood. The former has buildings valued at $20,000, with 9 teachers and 407 scholars, nearly one-fourth of whom' are in the higher department, the senior-class in this receiving more or less normal instruc¬ tion. "The graduating class of 1873 numbered 13, their ages ranging from 16 to 22. Of these 13, about one-half hope to secure a collegiate education ; the remainder, with pos¬ sibly one exception, look forward to teaching as a profession. Of the graduates of the preceding year, all have been teaching save those that have gone on to higher schools, to pursue collegiate or scientific studies. The Brewer Normal School, with a good brick school-building, 8 acres of fine land — 1 teacher, 85 pupils — is yet only in the first stage of progress, the start having had to be made from the prime elements. It aims, however, to be both a model school aud an educational center for a large neighborhood. STATE NORMAL SCHOOL. By a provision of the constitution of the State, the legislature was required, within five years after its first regular session, to establish a State Normal School for the pur- Xiose of educating teachers for the jiubiic schools of the State. SOUTH CAROLINA. 3G5 The general assembly, at its last rcgnlar session, passed “An act to provide for the es¬ tablishment and support of a State Normal School,” and appropriated for the purpose of carrying out the provisions of the act the sum of $25,0U0. Owing to the distressed condition of the State- treasury, only $20 have been disbursed, and the work has been checked at its outset. The president of the board of regents of the State Normal School reports that a build¬ ing on the grounds of the State University has been leased by the board for a term of ninety-nine years, and there the board proposes to open the school, so soon assuhicieut funds can be secured to put the building in proper condition. The regents feel confident of the complete success of the normal school, if it can once be put in operation. SUrERIOR INSTRUCTION. Ten universities and colleges are reported, four of which are for the superior instruc¬ tion of young ladies. Of the six devoted to the education of young men, one, the Claflin University, at Orangeburg, is for colored men. UNIVERSITY OF SOUTH CAROLINA. Tlie University of South Carolina, at Columbia, is supported by public funds, and, therefore, offers tuition free, the amount necessary to defray all expenses, being an¬ nually appropriated by the legislature. The univeraity is undenominational in its influ¬ ence; it repQi’ts 70 pupils, with 8 professors, and 13 graduates at last commencement. The State-appropriations for the university for the past year were: for the support of the university, $27,850 ; for improvement and repairs of the library of the university, $2,000. No information has been reciaived in regard to the amount of money disbursed from the State-treasury on account of the first appropriation. No portion of the ap¬ propriation for the library has yet been paid. A preparatory department, recently established in connection with the university, has an attendance of about 26 students. It is earnestly urged upon the general assem¬ bly to make ample provision for the support of this important and useful department of the university. This will require an annual appropriation of at least $2,500. The action taken by the board of trustees, remitting all fees and rent hitherto im¬ posed upon students, renders the university practically free to all who may choose to avail themselves of its advantages. The admission of a colored pupil to the medical school is a practical opening of these advantages to that race also. The university -buildings are in an unfortunate condition, and unless prompt and efficacious measures be taken to jirotect them from the further ravages of time and the weather they will suffer.permanent and irreparable damage. * COLLEGE OF CHARLESTON. The College of Charleston, with 8 professors, had 35 students in its preparatory school, the number, if any, in collegiate classes not being reported. It has 10 scholarships admitting the students received upon them free of charge and 6 supporting the incum¬ bents. TTOFFORD COLLEGE. Wofford College, with 6 in the faculty, has 162 students in its classic department and 60 in the preparatory. Before the war Wofford x^ossessed an endowment of $200,CC0, which was lost ; $50,000, it is believed, may be raised towards restoring it dur¬ ing the year, (1873.) The college has one large building and five xu'ofessors’ houses and three tracts of laud; value of grounds, buildings, and axiparatus, $100,000. MT. ZION COLLEGE. Mt. Zion College, at Yfinnsboro’, has recently lost by fire a fine college-building, with library, apparatus, &c. A small three-room-school-housc is the only building they have yet been able to erect in ])lace of the one burned. In this a x^vparatory dexiartment is in operation, with 43 students and 1 instructor. NEWBERRA' COLLEGE. Newberry College, Walhalla, with 4 xirofessors, has 96 students, 14 of whom are pur¬ suing classic studies. CLAFLIN UNIVERSITY. Claflin University, organized in 1870, has as yet no students in collegiate branches, but 14 are in course of preparation for them. There are 2 instructors, 500 volumes in the library, aud grounds and buildings valued at $40,000. COLLEGES FOR WOMEN. These are ; Columbia Female College, atColumbia, with 9 xirofessors, and 102 xmxiils in collegiate department and 5 graduates at last commencement; Due West College, at Due West, with 7 professors and 102 students, 72 of whom are in college-studies and 5 366 REPORT OF THE COMMISSIONER OF EDUCATION. graduates at last comm eu cement ; Greenville Female College, at Greenville City, with 9 professors and 95 students, 65 of whom are in collegiate studies; and Williamstou Female College, at Williamstou, with 9 professors and 68 students in collegiate studies — making an aggregate of 399 students, of whom 307 were in collegiate and 92 in prepar¬ atory departments, with 34 ])rofe8sors and instructors, of whom 12 were gentlemen. The aggregates, as classified in collegiate years, are as follows: in the freshmen, 75 ; sophomore, 109 ; junior, 80 ; and senior, 35 pupils ; in partial courses, there were 11, and pursuing post-graduate-studies, 2. Music and French form a part of the course in all these institutions ; in all but one, drawing and painting also, and in one German. Two report chemic laboratories and x)hilosophic cabinets, and all but one libraries, two of 300 and one of 500 volumes. Statistical summary of universities and colleges. Names of universities and colleges. Number of students. Corporate property, &;c. c. o c ‘.zr r c. -n £ 5 <£ S Zt 5 Claflin University . College of Charleston - Furman University . Mt. Zion College . Newberry College . University of South Caro¬ lina . Wofford College . 61 103 $20, 000 $■10, 000 50, 000 50, COO 15, 000 $290, 000 150, 000 $150, OCO $14, 000 500 8, OuO 500, 000 500, 000 100, 000 75, OOO 1,200| $2,500 500 27,500 . 7, 30t 4, 000 10, 000 15, 000 Statistical summary of schools for prof essional instruction. Corporate property, &c. .9 Names of schools for professional in¬ struction. 1 Corps of instruction. P =2 S- o n W Number of students. Amount of proper¬ ty of corporation. Value bf grounds, buildings, and ap¬ paratus. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Number of volum library. SCHOOLS OF THEOLOGY. Southern Baptist Theological Seminary.. Theological Seminary, General Assembly of the Presbyterian Church in the United States . . . 5 67 6, 000 18, 846 5 56 $208, 850 $30, 000 $145, 6C0 $10, 231 $4, 636 SCHOOL OF LAW. Law-department, University of South n o I’/vl in Q 4 16 t t SCHOOLS OF MEDICINE. Medical College, State of South Carolina. University of South Carolina, medical /a p Q v + IT* Ti f 7 60 20, 000 4 8 SCHOOL OF SCIENCE. ** South Carolina Agricultural College and Mechanic Institute, (Claflin University) . 7 d05 40, 000 500 * Just now raising an endowment. tSame as the university, t With 93 preparatory. SOUTH CAROLINA. 367 SOUTH CAROLINA INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB ^VND THE BLIND. The last school-session of this institution, which commenced October 2, 1872, was brought to au abrupt close on account of sickness among the teachers and pupils. There was a larger number of pupils in attendance during this session than at any former period since the organization of the institution. The annual report of the superintendent has not been received, and it is 2iot possible to present a full statement of the general and tiuaucial condition of the institution. The amount of funds still due to the institution from the State-treasury is believed to be $16,500. The appropri¬ ation for the suiiport of the institution for the fiscal year ended October 31, 1873, was $15,000. Colored pvpils admitted. — The question of the admission of colored pupils having arisen, the board of commissioners of the deaf and dumb and the blind directed the superintendent to admit such pupils on the same terms as are required for the admis¬ sion of other XRipils, and ordered that they should receive exactly the same attention, care, and consideration as are bestowed upon other i)ux)ils, whereuxion the entire faculty tendered their resignations, the same to take effect September 30, 1873. The resignations of the matron and steward of the institution were received some months Xirevious. All the resignations v^ere accepted by the board. The institution is thus without officers, and its exercises have been for the present suspended. The present location of the institution is not an eligible one, being remote from the centers of trade and travel and not easily accessible to puiiils and visitors. It is rec¬ ommended that authority be given to the board of commissioners to remove the in¬ stitution to Columbia and that the xu’operty of the State on Arsenal Hill be set apart and devoted to the use of the institution. The State-superintendent recommends, for the supxiort of this institution for the year commenced November 1, 1873, a State-apxiropriation of $15,000. LIST OF SCHOOL-OFFICIALS IN SOUTH CAROLINA. Hon. H. K. JILLSON, State-superintendent of public instruction, Columbia. COUNTY-SCHOOL-COMMISSIONERS, County. Name. Post-office. Abbeville _ _ .... _ _ _ _ _ William M. Presley . Ailrpn . John Gardner ..... _ _ _ _ _ _ Anderson _ ... _ _ _ Tliomas P. Benson _ _ _ _ _ _ Barnwell _ _ _ _ .... Abraham Middleton . . . . . Beaufort. . . . T. E. Miller . Charleston . B. H. Hoyt . Chester . Dublin I. Walker . r!h J. Sing’lGtoEi Clarendon . . . . . L. A. Benbow . . . . . . . . . P.nl [p»tnn ... . . FI T) TTnlmpu . .... _ _ _ . . Darlington. . . Joshua E. Wilson . . . Edgefield . . . George A. Morgan _ _ _ _ _ _ Fairfield . . . . . .... William J. Crawford _ ..... _ _ _ Georgetown . . . . S. B. Ginson .... _ ... _ _ _ ... _ .... _ Greenville .. . . .T.ames TJ. '^r.nylor . . . . Horry _ _ _ Daniel I.ewis _ _ _ _ Kershaw _ _ _ _ _ _ Frank Carter _ _ _ _ _ _ ...... Lancaster . M. J. Shaver . . . . . . . Laurens . Pratt S. Suber . . . Lexington . A. D. Haltiwauger . Marion _ _ ... _ _ _ Mitchell K. Holloway . . . . . Marlboro’ . Fra.nk S. Hazle . . . . . ... _ Newberry . Munson S. Long _ _ _ _ _ _ _ _ _ _ Oconee . Thomas L. Lewis . . . . . Orangeburg . . . Francis R. McKinlay . Pickens . D. I’’. Bradley . . . . . . . Richland . . . D. N. Simonds . . . . . . Spartanburg . . W. H. Richardson . . . Sumter . . . •T. N. Corbett _ _ _ Union . W. H. Norman _ _ .... _ _ _ _ "Williamsburg . Henry H. Mouzon. . . . . . . . York . C. A. King . Abbeville Court-House. Hamburg. Anderson Court-House. Blackville. Beaufort. * Charleston. Chester Court-House. Cheraw. W'^right’s Bluff. Walterboro’. Florence. Edgefield Court-House. Winnsboro’. Georgetown Court-House. Greenville Court-House. Conwayboro’. Camden. Lancaster Court-House. Laurens Court-House. Lexington Court-House. Marion Court-House. Bennettsville. Ne^vbcrry Court-House. Seneca City. Orangeburg Court-House. Pickens Court-House. Columbia. Spartanburg Court-House. Sumter Court-House. Cross Keys. King.stree. Yorkville. 368 EEPORT OF THE COMMISSIONER OF EDUCATION. TEi^NESSEE. [From anxiddress by Hon. John M. Fleming, State-superintendent of public instruction, before the State Teachers’ Convention, held in Nashville, December 9-11, 187:i, and report of the former assistant State- superintendent of public instruction, Hen. J. B. Killebrew, submitted to the general assembly January, 1873.] STATISTICS OF SCHOOLS. At a meeting of the State-convention of school-teachers, assembled 'in Nashville, December 9, 1873, the State-superintendent, Colonel Fleming, addressed the association, saying that county-superintendents had responded faithfully to his calls, all but four having made their reports. From these reports the following statement of the scho¬ lastic condition was compiled : Number of schools organized : white, 3,369 ; colored, 580 — total, 3,949. Number of pupils between 6 and 18 enrolled: white, 146,233; colored, 2.3,446 — total • 169,679. Number of pupils between 18 and 21 enrolled: white, 7,518; colored, 879; total— 8,397. Total number of pupils enrolled, 178,076. Number of teachers licensed : white, males, 3,263 ; white, females, 801 — total whites, 4,064 ; colored, males, 410 ; colored, females, 206 — total colored, 616. Total number of teachers licensed, 4,680. Number of teachers employed : white, males, 2,899 ; white, females, 177 — total white, 3,076; colored, males, 3,55 ; colored, females, 187 — total, colored, 542. Total number of teachers employed, 3,618. Average per mouth paid teachers, $.32.04. The lowest aver¬ age per month paid teachers in any county is $20, in the county of Bledsoe ; the high¬ est is $50.63, in the county of Obion. Counties levying no additional tax onjiroperty: Anderson, Benton, Blount, Carroll, Claiborne, Clay, Cocke, Coffee, Crockett, Fayette, Fentress, Hamilton, Hancock, Hardeman, Harding, Haywood, Henderson, Henry, James, Lauderdale, Lincoln, McMinn, Marshall, Meigs, Monroe, Perry, Rhea, Roane, Robertson, Sumner, Van Buren, Wayne, Weakley, and White — 24. Counties levying 5 cents additional tax on property : Llamblen, Maury, Shelby, and Williamson — 4. Counties levying 10 cents additional tax on property: Bedford, Bradley, Carter, Cheatham, Cumberland, Dickson, Giles, Grainger, Greene, Hawkins, Hickman, Houston, Jefferson, Johnson, Knox, Lake, Lawrence, Loudon, Mason, Madison, McNaiiy, Moore, Morgan, Overton, Putnam, Polk, Scott, Sequatchie, Sevier, Smith, Sullivan, Trousdale, Union, Warren, Wilson — 35. Counties levying 15 cents additional tax on property : Bledsoe, Campbell, Cannon, Dyer, Rutherford, Washington — 6. Counties levying 20 cents additional tax on property : Davidson, DeKalb, Llum- phrej^s, Lewis, Obion, Stewart — 6. County levying 25 cents additional tax on property: Franklin — 1. County levying 27 cents additional tax on property: Gibson— 1. County levying 30 cents additional tax on property: Grundy — 1. Counties levying no additional taxon polls: Anderson, Benton, Blount, Campbell, Carroll, Claiborne, Clay, Cocke, Crockett, Cumberland, Fentress, Greene, Hancock, Hardeman, Hardin, Haywood, Henderson, Henry, Lincoln, Monroe, Overton, Perry, Polk, Putnam, Rhea, Roane, Robertson, Scott, Sevier, Shelby, Sumner, Van Buren, Wayne, Weakley, White — .35. Counties levying 5 cents additional tax on polls : Bradley and Grundy — 2. County levying 10 cents additional tax on polls : Grainger — 1. Counties levying 25 cents additional tax on polls : Carter, Hawkins, Houston, Macon, Union — 5. Counties levying 50 cents additional tax on polls : Bledsoe, Cannon, Cheatham, Do Kalb, Dickson, Fayette, Franklin, Hamblen, Hickman, James, Lawrence, Meigs, Moore, Obion, Trousdale, Washington — 16. Counties levying $1 additional tax on xoolls : Bedfoi’d, Coffee, Davidson, Dyer, Gibson, Giles, Hamilton, Humiihreys, Jefferson, Johnson, Knox, Lake, Lauderdale, Lewis, Lou¬ don, Madison, McMinn, McNairy, Marshall, Maury, Morgan, Rutherford, Sequatchie, Smith, Stewart, Sullivan, Warren, Williamson, Wilson — 29. Counties levying no additional tax on privileges : Anderson, Bedford, Benton, Bled¬ soe, Blount, Carroll, Carter, Cheatham, Claiborne, Clay, Cocke, Crockett, Cumberland, Dyer, Fayette, Fentress, Franklin, Giles, Grainger, Hamilton, Hancock, Hardeman, Hardin, Haywood, Hudson, Plenry, Hickman, James, Johnson, Lauderdale, Maury, Meigs, Monroe, Moore, Overton, Perry, Polk, Putnam, Rhea, Roane, Robertson, Sequatchie, Sevier, Shelby, Smith, Sumner, Trousdale, Union, Van Buren, Warren, Wayne, Weakley, White — 60. TENNESSEE. 369 Without enumerating- the names of the counties, I will mention the salaries that have been allowed the county-superintendents : $1,500 by one county ; $1,200 by three counties; $1,000 by three counties; $600 by two counties; $750 by one county; $700 by two counties ; $650 by one county ; $600 by four counties ; $500 by twelve counties ; $425 by one county ; $400 by eight counties ; $350 by two counties ; $325 by one county ; $300 by thirteen counties ; $250 by two counties ; $200 by one county ; $150 by one county; $100 by two counties; $30 per month by one county; $1.50 per day by one county. There are twenty-two counties that have not yet fixed the salaries of their superin¬ tendents. The most important ofQces connected with the system are those of county-superin¬ tendents. Exi)erience has demonstrated that without an efficient county-superintend¬ ent all the other appliances of the system are comparatively worthless. No matter how well the efforts of the other officers maj'^ be administered, if the county is not sup¬ plied with a live, energetic, and prompt superintendent, the whole operations of the school-system in that county will only tend to create disorder, and, practically, the sys¬ tem will prove a failure in that county. In order to retain the good material we have now in the field of county-superintendents, the county-courts of the State will have to make provision for their maintenance, for it must not be expected that men capable of taking care of the school-interests of a county should starve while attempting to ad¬ vance the enterprise. There is a great lack of school-houses in most of the counties of the State. It was the intention of the law-makers that the district-provisions of the law should be used for providing means for the erection of school-houses, but we have not yet reached the point when the district-system can be relied upon for any very useful purposes. I have urged upon the county-superintendents to rely upon volun¬ tary contributions for the erection of school-houses rather than let the school-directors lay their hands on the school-fund and appropriate it for that purpose. In addition to the funds provided by the State and counties, the school-system has received valuable aid from the liberality of Dr. Sears, agent and representative of the trustees of the Peabody school-fund. Before finding that Tennessee had adopted a general school-law, Dr. Sears was at once impressed with the idea of making the aid given to Tennessee exclusively tributary to the support of that law. Allowance has been made to forty schools. The total amount allowed Tennessee this year is $30,000, being considerably in excess of any allowance heretofore made. EDUCATION OF COLORED TEACHERS. The following published letter of Colonel Fleming on this important topic declares his readiness to co-operate with the president of Fisk University, who, in view of the fact that the school-law (section 30) provides that ‘‘ white and colored persons shall not be taught in the same school, but in separate schools, under the same general regula¬ tions as to management, usefulness, and efficiency,’’ proposed to canvass the State for normal pupils to be trained in the university as teachers of the colored race : “Department op Public Instruction, “ Nashville, August 23, 1873. “ Dear Sir : You have informed me of your purimse and plan to secure pupils from among the colored youth of this State for your university, with a view of educating and training them as teachers for the colored public schools in Tennessee, and you have desired to know whether your elforts in this direction meet my approval. “I do not hesitate to give you an unequivocal answer. The public-school-law of Ten¬ nessee very properly, and in the interests of both races, provides that ^ white and col¬ ored persons shall not bS taught in the same school, but in separate schools, under the same general regulations as to management, usefulness, and efficiency.’ So far as I have observed, the colored people of the State have shown a wise ai>preciation of the policy of the separation of the races in the schools and have cheerfully accepted such provision of the law. The county-superintendents of the State are, without exception, white men. Yet I have been gratified to find among them a universal disposition to administer the law with strict impartiality as between the races. I have yet to meet with or hear from a county-superintendent who does not seem controlled by a purpose to seeure to the colored children- all the legitimate benefits possible under the law. “ One of the chief difficulties to be encountered, and already seriously felt, is that of supplying the colored-schools with suitable teachers. White teachers prefer white- schools, and so great is the present and prospective demand for them that in many of the counties great difficulty will be experienced in supplying the white-schools with competent teachers. Consequently there will be much need of teachers from among the colored people for their own schools, and unfortunately but few of them are now to be found in this State who are sufficiently qualified for the work. Hence you are no doubt prepared to believe me when I say to you that your efforts to draw as many colored pupils as possible into your institution, with a view of preparing them as edu¬ cators of their own race, command my most hearty approval, and will gain, I doubt 24 E ■ 370 REP031T OF THE COMMISSIONER OF EDUCATION. not, the sanction of the enlightened people of the State wherever understood. Your university has already turned out numbers of competent teachers, the value of whose qualilications is now being appreciated. The schools of the State will have use for many more. County-superintendents throughout the State will, no doubt, receive you kindly and give cheerful encouragement to your undertaking. In saying this much, I have said no more nor less to you than I would say to the accredited representative of any other similar institution engaged in a like enterprise. Wishing you entire success, I am, very respectfully, your obedient servant, “ JOHN M. FLEMING, State-Super iyitendmi. “ Rev. H. S. Bennett, Fisk University.” The following in relation to common schools is, in substance, taken from the report of Mr. Killebrew : SCHOOL-FUNDS. The first attempt at the formation of a school-fund in the State was in 1823, when the vacant lands north and east of the congressional reservation-line were sold at 12^ cents per acre and the moneys received paid to the Bank of Tennessee, to “ remain and constitute a perpetual and exclusive fund for the establishment and promotion of com¬ mon schools in each and every county in the State.’^ The taxes on these lands were also to constitute a part of the perpetual school-fund. The act of 1827 made considerable additions to this fund. The act of 1837-38 established the Bank of Tennessee, and by that and subsequent acts the whole of the commou-school-fund of every description was made a part of the capital of that bank. Of the dividends of the bank $100,000 was annually set apart for common schools, and the faith of the State pledged for the annual appropriation to that object, and at the same time $18,000 was set apart to academies. The amount of the common-school-fund, constituting a part of the capital of the Bank of Tennessee, was fixed at $1,500,000 ; and it was also provided that lands sold for taxes, escheated lands, &c., should constitute a part of the perpetual school-fund. The constitution of 1870 declares that the fund called the common-school-fund shall remain a perpetual fund, the principal of which shall never be diminished by legislative appropriations, and the interest thereof shall be inviolably appropriated to the support and encouragement of common schools throughout the State and for the equal benefit of all the people thereof ; and no law shall be made authorizing said fund, or any part thereof, to be diverted to any other use than the support and encour¬ agement of common schools. The State-taxes derived hereafter from polls shall be appropriated for educational purposes in such manner as the general assembly shall from time to time direct by law.” SCHOOL-LANDS. By act of Congress of April 18, 1806, to authorize the State of Tennessee to issue grants and perfect titles to certain lands therein described,” it is provided that Ten¬ nessee should appropriate 100,000 acres to the use of two colleges, to be established by the State, one in East and one in West Tennessee ; 100,000 acres for academies and 640 acres in each six miles square, when existing claims would allow of it, for the use of schools for the instruction of children, forever. These conditions were accepted by the act of September 6, 1806. By the aet of January 15, 1844, amended by act of January 23, 1846, the school-lands in the State were directed, upon certain conditions, to be sold, and the proceeds aris¬ ing from the sale were to be paid into the Bank of Tennessee and its branches ; and it was made the duty of the bank to invest the i^rincipal in the bonds of the State, if the bonds could be obtained at nominal value or less, the interest paid by the bank, or real¬ ized by the bank upon the investment, to be annually set apart and paid over to the districts, townships, or fractional townships to which the lands belong, according to the amount of deposit belonging to each respectively. On September 1, 1869,'the Bank of Tennessee reported to the general assembly among its liabilities the sum of $387,154.36, as the proceeds of the sale of the school-lands. Assuming this to be the correct amount and that no interest was paid on the same after October 1, 1860, the condition of that fund would be on January 1, 1873, as fol¬ lows ; Amount of fund . . . $387, 154 36 Unpaid interest - . . . 280,041 64 Total . . . . . - . 667,196 00 To this add: The common-school-fuud, as before mentioned . 1,500,000 00 Unpaid interest on this . - . ' . 1, 102,500 00 Aggregating a grand total of . 3, 269, 696 00 TENNESSEE. 371 CHANGES IN PUBLIC OPINION. A great change has taken j)lace in the public mind in regard to free schools during the last twelve months. In every part of the State there is a growing sentiment in their favor. Prejudices are disapj)earing and the truth is daily opening to the minds of the masses that increased education means increased enjoyments and increased pros¬ perity. The belief is also gaining ground that the amount expended in private schools for the education of one-third of the children in the State is sufficient to educate them all if disbursed under proper regulations. Even the politicians are outspoken in their advocacy of public schools. These barometers of public opinion indicate an earnest desire by the great mass of people for a complete and thorough system of public schools, such a system as will iuruish ample educational facilities to every class in the State and be worthy of their support and confidence. It is said now unhesitatingly : “ The money heretofore appropriated by the State for the maiuteuance of public schools has been worse than thrown away. Not only has it been insufficient, not only has it not educated any one, but it has been in the way of private enterprises, impeded the cause of education, and in its management detracted from the respectability of the public schools.” It speaks well for the people of Tennessee that, in spite of this inefficient and de¬ structive system — a system that has lived by pretensions, and not by performance — they are still in favor of public schools. An efficient system will be warmly welcomed, and those who shall be instrumental in fashioning and perfecting a system adapted to the society and necessities of the State will be regarded as public benefactors. Copies of the last report of the State-superintendent of public instruction were dis¬ tributed in every county in the State. Letters received from all the counties prove that the report has been productive of great good, inasmuch as it supplied to the friends of public schools ready answers to the pretentious but flimsy arguments of their oppo¬ nents. GENERAL CONDITION OF EDUCATION. Under the county-system now in operation, only 29 out of the 93 counties in the State have levied a tax for school-purposes. In some of them the tax is only nominal and in others sufficiently liberal to maintain schools for several months in the year. The amount of tax ranges from 3 to 40 cents on the $100. In addition, ail State-poll-taxes go to the school-fund. Reports of the scholastic iiopulation have been received from only 73 counties. These returns show an aggregate of 307,164 between the ages of 6 and 18. The scho¬ lastic population of the counties failing to make returns, allowing for the natural in¬ crease since 1869, when the last report was received, is estimated at 81,904 ; giving a total school-population of 391,068. The returns, as published, show that not one-fifth of this population has any means of education. In some of the counties visited last summer there was not a single school, either public or private, in operation, nor were there any efforts being made by the citizens to remedy the deficiency. The people of Tennessee have been slow to re¬ cognize the truth that “ crime is directly as ignorance and inversely as intelligence,” and that “ the first duty of the legislator should be to provide for the suppression of crime rather than for the punishment of the criminal.” Neither have the advantages that would accrue, in an industrial point of view, from an efficient system of public instruction been properly appreciated. In the want of such a system, immigration finds its greatest check. Above all things, at the iiresent time, the State needs skilled labor, but skilled laborers will never voluntarily make their homes where they have no opportunities offered for making skilled laborers of their children. It is hoped that legislators “will look at the question in the most practical manner and do what common sense and a rational mind would direct under the circumstances.” PREVAILING IDEA REGARDING PUBLIC SCHOOLS. The idea which prevails among the people of the State in regard to public schools is a very imperfect one. They are regarded as charity-schools — schools supported from the public funds, overseered by indifferent commissioners, and taught by stupid, in¬ competent, and peripatetic teachers. In the public mind, respectability does not at¬ tach to imblic schools, and, except in those cities that have established schools of such tr^jusceudent merit as to compel the discontinuance of private schools, no correct idea of a well-founded system prevails in the State. HOW TO MAKE THE PUBLIC-SCHOOL-SYSTEM EFFICIENT. In the establishment of a public-school-system, the first olqect should be to make it respectable, by making the schools valuable and efficient. To make them so, the very best talent should be secured, not only to teach but to supervise and direct the schools. The county-superintendent should be a man of first-rate executive ability and the commissioners of the district should be selected because of their fitness for the place. Above all, no man should be employed to teach who cannot undergo a'-rigid examiua- 372 EEPOET OF THE COMMISSIONEE OF EDUCATION. tion in all the leading English branches. It is beyond the power of legislation to make the teachings of ignorance productive of intelligence, and unless competent teachers are procured the funds provided are thrown away and the time of the children worse than lost. It is especially necessary that the law be made rigid in this matter, for good teachers are scarce. Steps should be taken, as soon as possible, to establish at least three normal schools, one in each division of the State. The Peabody fund, which is now distributed over such a wide area to so many schools, could be concen¬ trated and made of more enduring benefit by being distributed to three schools of this character. DEFECTS OF THE PEESEXT SYSTEM. This subject is introduced in the following forcible language: “ The system of public instruction now in ojieratiou is a farce, and utterly devoid of vitality. It was begot¬ ten in a desire to shift responsibility, and is wholly unsuited for the accomplishment of the great purposes of education. It stands in the way of private enterprise, cripples the efforts of the friends of public instruction, and serves as an excuse for timid and incompetent legislators.” The objections to it are: (1) it secures no unity of action, (2) it fails to secure a lively interest in sehool-matters, (3) it is totally destitute of energy and is liable to be terminated in any county at the pleasure of the magistrates, and (4) its provisions to secure statistics are inefficient and unreliable. WHAT THE SYSTEM NEEDS TO VITALIZE IT. There is needed, first, a State-superintendent, with a salary sufQcient to enable him to devote his time, energies, and talents solely to school-matters. If the county-system, so called, is to continue, there should be some inducement held out to make the counties act. State-aid should be given only to those counties that agree to furnish an amount equal to that given by the State. A blending of the two systems, State and county, would secure the advantages of both. Unity of action and State-superintendence would be secured without lessening Ihe sense of responsibility or personal interest which a local tax would assure. County-superintendents should be appointed by some authority having a competent knowledge of the qualifications which such an officer should possess, and much of the power now vested ia county-boards of education should be transferred to the county- superintendent. The best men in the districts should be selected for commissioners, and they should, at least for a year or two, be appointed by the county-superintendent. Power should be centralized as far as the people will bear it without complaint. Should the commis¬ sioners be selected by the people, they will, sometimes, in districts where schools are unpopular, be selected to defeat the very purposes they .should subserve. It has fre¬ quently happened that schools have been made inefficient and unpopular because the commissioners chosen were enemies to public schools. To popularize schools they must be made efficient, and to make them efficient they must have competent officers, who will feel a deep interest in their success. EATIO OF DISTEIBUTIOX. Great dissatisfaction offen exists in the sparsely-settled districts because the children are not sufficiently numerous to secure a teacher. It has too often happened that the number required for a school has been too great. It is suggested that this number be variable and regulated by the density of the population, so that eight or ten scholars in the thinly-populated school-districts should be entitled to a teacher. The ratio of distribution in the counties, for the same reason, should be changed. Equality in fa¬ cilities for instruction cannot be secured by dividing according to the number of chil¬ dren. The only just method of division is according to the number of teachers needed. The true plan is to regard ev^ery district, however small, as entitled to at least one teacher, and to fix the number above which additional force should be required, and then divide according to the number of teachers so ascertained to bo needed. A simi¬ lar plan, adopted many years ago in North Carolina, gave great satisfaction, and made^ public schools popular in regions where they had met with most disfavor. AID FEOM THE PEABODY FUND. Mention is made of the liberal aid extended to the public free schools in the State by the general agent of the Peabody fund. Dr. Sears. In every instance, when the ap¬ plication has been properly made, he has responded liberally. The whole amount given is $22,850. Other applications have been forwarded which, no doubt, will re¬ ceive favorable answers. A KNOWLEDGE OF STATE-EESOUECES SHOULD BE IMPAETED IN SCHOOLS. The assistant superintendent remarks : “A suggestion has been forced upon my atten¬ tion by the degree of ignorance that prevails among our people in regard to the re- TENNESSEE. 373 sources of the State. Into all our public schools elementary geologj’ should be intro¬ duced and taught, and more especially the geology of the State. For a boy or girl to go out from our schools ignorant of the" fact thai. we have 5,100 square niiles of coal, twenty- eight counties tilled with inexhaustible beds of iron-ore, and streams of sufficient power to manufacture all our raw material into valnable market-products, shows an utter want of appreciation of the demands of the ago. I would suggest the propriety, if not the necessity, of having prepared at an early day, and introduced into our schools, a manual of the geology of Tennessee. A child instructed in these things would show a distinctiveness in his training and bo able to repay, by his knowledge, some of the expenses incurred in his edi^cation.” In a school at Elm Grove, Powell’s Valley, instruction in scientific agriculture is re¬ ported to have been given to the farmers’ children, adding much to the interest of the school-course and promising results most beneficial to the pupils. A commitiee of sub¬ stantial farmers attended the summer-examination of this class and were greatly grati¬ fied at the progress manifested. NASHVILLE. [From report of Hon. S. Y. Caldwell, city-superintendent.] The present population of Nashville is estimated at 27,000, very largely composed of colored people, many of these former field-hands that have drifted since the war from the country districts into the city. Hence, out of 8,370 children of school-age, only 3,722 are enrolled in the public schools, with 600 in private schools, marking a total of 4,322, about one-half the school-population. The public schools are: primary, twelve, with 22 female teachers and 1,739 , enrolled scholars; intermediate, ten, with 2 male and 18 female teachers and 1,100 enrolled scholars; grammar, seven, with 7 male and 12 female teachers, scholars, 768 ; high, one, with 3 male teachers and 1 female, and 115 pupils on the roll — giving a total of 65 teachers to the 3,722 enrolled pupils, a,bout 1 to 57. Only six private schools are given. In these 600 enrolled scholars are said to have 20 teachers — 8 male and 12 female. Income of public schools, $70,123.18; expenditure, the same. Latin is taught in the high school and there are 70 pupils in French, while 15 are preparing for the academic course in college and 5 for the scientific. Three hun¬ dred pupils in the schools study vocal music and the same number German. Attendance. — The ratio of enrollment upon the scholastic enumeration has increased nearly 2 per cent., although the latter is greater by 1,.588 than it was last year. There has also been an increase of 1 per cent, in the ratio of attendance to enrollment. The per cent, of absence is 3.4 against 4.65 last year and that of tardiness .49 again.st .7. These results, of themselves, sufficiently attest the successful working of the system, and they are really remarkable, in view of the fact that contagious and epi¬ demic diseases, peculiarly inimical to children, have prevailed in the city to a greater extent and more frequently than during any previous year. Cases of truancy are very rare, averaging less than one to the thousand in attendance ; yet, during the first years of the school-organization, this evil was well-nigh beyond control by either school- or parental authority. The third' report, published in 1857, gives the per cent, of attend¬ ance between 83 and 89, with an average of 85, and that of tardiness was 3.52. For last session the former was from 92 to 97, the average being 95i|, and the latter was only .49. It is considered cause for congratulation that these desirable events have been attained without thp adoption either of excessively stringent measures or of any system of prizes for stimulating pupils. Teachers. — It has been necessary to make more frequent changes of teachers than have ever occurred in any preceding session. The corps has been composed of 62 regular and three special teachers. There have been fifteen permanent transfers and thirty- five temporary substitutions. There were 49 cases of tardiness charged against teachers, or two-fifths per cent, on their attendance, a showing but little better than that for pupils. The number of days’ absence against teachers was 210. Hinderances to the success of the schools. — By no means the least obstacle with which the schools have had to contend was the unfortunate discussion as to their management, * which, originating in the city-council, found its wny into the daily papers, causing a clash of opinion. While it lasted it was a fruitful source of disobedience to school-rules and dissipation of energies on the part of pupils, of endless troubles and vexations to teachers, and of discontent in parents. Passing by these unfortunate results, insep>a- rable from such a controversy, the worst aspect of it is that, whether intended so or not, it will, if persisted in, prove subversive of the school-system. School-accommodations. — The present accommodations are ample for the scholastic population, but a building containing 400 seats must be given up in a few months, and that number of children will then be unprovided for. The recommendation, made two years ago and renewed in the last report, for the erection of a high-school building, centrally located, is renewed. Study of German. — In addition to the three-years, course previously i)rovided in the high school for German, it was, a year ago, made an elective study in the sixth- and 374 REPORT OF THE COMMISSIONER OF EDUCATION. seventb-grade-gramraar-scbools. Tbero were^ in 1872-73, 300 pupils pursuing it and making very satisfactory progress. Music. — Vocal music bas been taugbt irregularly by rote, and even in tbis unsatisfac¬ tory way was a great source of relief and enjoyment in the scliool-room. Arrangements have been made for introducing it as a regular branch of study. Drawing. — Drawing bas been taugbt very profitably in tbe primary grades, but merely in tbe art of copying. It should be regularly introduced upon a scientific, sys¬ tematic, and progressive plan. It is naturally allied to penmanship, and the two should be placed under tbe supervision of a competent instructor. Such an arrange¬ ment is in contemplation for.next session. KNOXVILLE. [From special report of Hou. Alexander Baird, city-superintendent.] To prevent tbe intermixture of politics with scbool-atfairs, Knoxville, December 12, 1873, passed an ordinance providing for tbe appointment of a board of education, to bold office for five years and to have control over tbe schools and teachers, its action being only subject to revision from tbe town-authorities. No member of this board can be a member of the city-government, his acceptance of an office in that govern¬ ment vacating, ipso facto, bis position in the board. The schools of the city number fifteen, of which six are primary, three intermediate, four grammar-, and two high schools. The teachers are 20 in all, (males 2, females 18,) with 1 male and 3 female teachers in private schools. The salaries of teachers range from a minimum of $300 per year for females in tbe xirimary schools to a maximum of $650 for both sexes in the high schools. Out of 1,654 children of school-age, 1,010, about two-thirds, are enrolled in the xiublic and 135 in the private schools. In the high schools Latin is taught; Greek, (German, French, drawing, and music do not appear to be. The school-revenue — $595 from the State, $7,500 from taxation, and $2,000 from the Peabody fund — amounted in 1873 to $10,095, the expenditure for salaries and inci¬ dentals to $9,272. CHATTANOOGA. ' [From special report of Hon. H. D. Hyatt, city-superintendent.] With a population of 12,0D0, Chattanooga has 2,387 children of school-age, of wh^r^r 1,235 are enrolled in public schools and 400 in private. The public schools are six grammar-, with primary departments included, and one evening-school. The 7 male and 13 female teachers in these schools all form a normal class for instruction in the science and art of teaching. Three private schools — the Chattanooga Female Insti¬ tute, Lookout Seminary, and High School for Boys — report 8 male and 5 female teach¬ ers to their 400 scholars. So that in the city we have a total of twelve schools, of 15 male and 18 female teachers to 1,635 enrolled puxiils, an averarge of about 1 to 50. Teachers’ salaries are from a minimum of $40 per month, for female teachers in primary schools, to a maximum of $90 xicr month, for the male princixial of a grammar-school, the assistants in the grammar-schools receiving, males, $50, females, $45. The school- income has been — from the State $3,000, from taxation $12,000 — $15,000; the expendi¬ tures — $8,335.48 for sites, buildings, and furniture and $6,658.10 for salaries and inci¬ dentals — have aggregated $14,993.58. In the higher departments of the grammar- schools Latin is taught and all the pupils of all the public sqhools receive instruction in drawing and vocal music. MEMPHIS. [From special returns by Hou. J. G. Cairns, secretary of scbool-board.] The schools hero have been greatly interrupted by the prevalence of yellow fever, which took off two members of the board of education, three teachers, and many of the children, and so scattered the peoiile that no schools could be held after the middle of September, when they were broken uxi. The returns are hence imperfect. Two school-houses have, however, been built during the year, at a cost of $81,000, while another, for colored children, to cost $20,000. was in process of erection in the fall. NORMAL SCHOOLS. A normal and commercial school is sustained at Memphis by one of the religious ed¬ ucational associations. In this 9 teachers have under their care about 300 pupils, but how many of these are in the normal classes is not indicated. An educational institu¬ tion for the training of colored teachers has been established at Maryville, and is in hands which seem to promise successful operation. The Wesleyan University at Athens expresses a readiness to form a normal department as soon as a sufficient number of students present themselves to warrant the additional expense. Such dexiartraents exist at the Fisk University at Nashville and the Central College at the same place. In the former, 15 have graduated from a lower course and 50 are in different stages of a three-years course. In the latter 114 students were enrolled in the normal classes during the year 1872-’73, 2 have graduated, many more have taught without graduation, and 66 remain in the first and second years of a three-years course. A State normal school will doubtless be an early issue from the newly-organized system of free instruction. TENNESSEE. 375 SECONDARY INSTRUCTION. The institutions established to supply this in the State may bo found in Tnble VI, ap¬ pended to this report. Returns for 1873-^74 have been received from 15 academies, high schools, atheneums, and kindred edncatioual establishments, embracing a total of 74 teachers (21 males and 43 females) and 1,277 pupils, (600 males and 677 females,) of whom 267 are pursuing studies in the classic and 93 in one or more of the modern languages. In 10 of these schools music is taught (vocal or instrumental, or both) and in 5 of the 10 drawing is also in the course. Libraries, with i)hilosophic and chemic apparatus, exist in some cases. The number of years required for the completion of the course in these schools varies from 3 to 10, according as pupils are received at the lowest grade, to bo carried fully upwards or after they have gone through a partial course in other schools. It is quite possible that the schools which furnish these statistics are not the only ones of their class within the State, but they probably present a fair sample of the character and extent of the instruction given. Besides the independent academies and public high schools, there are, in connection wdth the colleges and universities of Tennessee, preparatory departments, meant to fit students for a college-course. These return, for 1873-74, instructors, 57 ; students, 1,700, of whom 513 are specifically said to be preparing for the scientific course in college and 313 for the academic course, the destination of the remaining 874 not being given. Of all these students, only 128 appear to be females. The numbers here given, added to the preceding ones, make, for schools of high grade in the State, at least 128 instructors and 2,849 pupils, while many more might probably be found by one eujo\nug opportunities for close inspection. In the reports of some State-superintendents, lists of such schools, with the number of instructors and pupils,‘sometimes with the character of the course pursued, form an interesting item of information. SUPERIOR INSTRUCTION. The institutions for collegiate education in this State that existed before the civil war have in no instance apparently thoroughly recovered from the disastrous influ¬ ences of that conflict. As the present tendency is rather towards the origination of new colleges than towards a strengthening of the old, the likelihood appears to be that for some time there will be within the State a number of comparatively feeble institutions for high training instead of a few' strong ones. The condition of the greater part of these is exhibited in the following table: Statistical summary of tmiversitics and colleges. Names of universities and colleges. Corps of instruction. 2 S 1 H. £ c H w Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Central Tennessee College. . . . Christian Brothers’ College... 6 16 $40, 000 $4 620 820 12 0 1-22 37 $40, COO Cumberland University . 11 87 102 30, 000 $60, 000 3, 500 East Tennessee University... 11 "o’ 75 43 "125," 000 126, 000 50, 000 $9, OOO 0 l|200 East Tennessee 'VV esleyan i University . 7 0 35 20, 000 20, COO 0 0 $0 4, OOOj 2 OOO Fisk University . 13 415 9 60, 000 ’875 Giles College . Greenville and Tiisculum Col¬ lege . Eiwassee College . . 4 65 30 12. 000 1 620 King College . 4 *2 31 28 16, 000 39, 000 30, 000 1,800 Maryville College . 8 120 24 60, 000 50, 000 13, 500 13, 500 800 2, 000 Stewart College . 6 65 50 40, 000 2, 000 t’nion University . 4 115 25, 000 25, 000 30, 000 . 1 5, 000 University of Nashville . 9 179 44 150, 000 100, 000 100, 000 6, 000 ll’ 000 Universijy of the South . 13 138 116 150, 000 18, 000! 4^500 West Tennessee College . 4 100 30, 000 40, 000 * One partially. Of the colleges here given the University of Nashville is the oldest, having been founded in 1785. The University of the South, Sewauee, appears to be among the 376 REPORT OF THE COMMISSIONER OF EDUCATION. youngest, its organization dating as late as 1868. It was, how^ever, really founded previous to our great civil strife, having received then its charter from the legislature, secured possession of its magnificent domain of nine miles long and two wide on the SeAvanee Mountain, and laid the basis of that system of instruction in separate schools which it patterned after what prevails in the Virginia and Georgia universities. Hi- wassee College, after a suspension of a year, was reopened on the 4th of August with improved buildings, with a corps of students from nearly all the Southern States, and with a hopeful and energetic president, assisted by three professors. Fisk University, Nashville, stands probably alone in the State in being open to all races.* The East Tennessee University, Knoxville, includes in it the Agricultural College of the State. It has recently had adjudged to it $15,000 for the purchase of a library. Giles College, Pulaski, makes no return for the fall of 1873. Greenville and Tusculum College, Green¬ ville, reports by catalogue, for the year ended June 6, 1873, 4 professors and 3 other in¬ structors; college-students, 11. COLLEGES FOR WOMEN. The colleges devoted specifically to the education of females reporting for 1873 are : (1) Tennessee Female College, Franklin ; professors and instructors, 7 ; students, 113; number of years in course, 4 ; French, German, music, drawing, and painting taught. (2) State Female College, Memphis ; professors and instructors, 14 ; students, 215 ; course, 4 years; French, German, Italian, Spanish, music, drawing, and painting taught. (3) Cumberland Female College, McMinnville ; professors and instructors : resident, 5 ; non¬ resident, 7 ; students in college proper, 44, with 2 post-graduates — whole number, 128; French, music, drawing, and painting. (4) Soule Female College, Murfreesboro’; professors and instructors, 6; number of students, not given; course, unlimited, “at¬ tainment, not time,” being the motto ; French, German, Spanish, and Italian, music, drawing, and painting taught. (5) Mary Sharp College, Winchester ; professors and instructors, 9 ; students in college proper, 134 — in all, 177 ; French and German, with music, drawing, and painting. (6) W. E. Ward’s Seminary for Young Ladies ; profess¬ ors and instructors, 16 ; students in college proper, 216 — whole number, 292 ; course, 5 years; French and German, music, drawing, and painting. All the above-mentioned report chemio laboratories and philosophic cabinets. (7) Washington Female Col¬ lege, Washington County, with 2 instructors, 12 students in college, and 72 in all ; mu- ic in the course. (8) McKenzie Male and Female College, not included in the table, re¬ ports 5 instructors, 83 male and 94 female students ; but whether these are in a prepar¬ atory department or in college-classes, or in both, does not appear. Volumes in library, 550. At Nashville, alreadj^ favored with the presence of three kindred institutions, another being not far off, the foundation of a new university has been laid, on the high ground overlooking the city from the west, where a camjjus of 70 acres is secured. It is to bear the name of Vanderbilt University, from the fact that Commodore Cornelius Vander¬ bilt, of New York, has generously given it an endowment of $500,000. Another, to be called the Knoxville University, was located in May, 1873, at Knox¬ ville, the citizens of which place pledged to it $40,000 in money and 100 acres of choice land near the town, on condition of its being established there. The Baptists of the Southwest have also been agitating a proposition for establishing for their denomination a Baptist university, to embrace within its field at least Tennes¬ see, Alabama, Louisiana, and Mississippi. This, if established, seems likely to be lo¬ cated in Tennessee. BUSINESS-COLLEGES. Four of these institutions in this State, at Lebanon, Memphis, and Nashville, report an aggregate of 291 pupils in 1873. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. The Agricultural College of Tennessee, at Knoxville, using at present the buildings and apparatus of the East Tennessee University, except about $1,000 worth of its own, reports as belonging to it 167 male students in the preparatory department, under the * The corner-stone of Jubilee Hall, the new and noble building of the Fish University, which is to be the fruit of the Jubilee Singers’ concerts, was laid with imjiosing ceremonies October 21, 1873. Prof. A. K. Spence, the principal of the university, as now constituted, welcomed the audience to these cere¬ monies, expressing his conviction that Providence had guided, and would continue still to guide, the eifoi’ts made to build up here a great educational institution for a previously neglected race. The Eev. E. M. Cravath gave a history of the University, saying that eight years ago the land was bought, the Rev. E. P. Smith, now of the Indian Bureau, Prof. John Ogden, and himself advancing their individual means and notes for $16,000 for the purchase. The buildings for the school were then opened by the Government, through the agency of the Freedmen’s Bureau, which also built the Howard Chapel and Dormitory. Then came aid from the Peabody fund for carrying on the school, and then Prof. White, to train tile Jubilee Singers, through whose efforts twenty -five acres of land within the limits of the city are now held for the university, and the foundations of the building meant to be its home are laid and ])aid for, with a considerable overplus for carrying on the work. And as these singers, in a Euro¬ pean tour, have met warm welcome and a largo success, the building started by them is to be still wrought upon, with reasonable prospect of an early and entire completion. TENNESSEE. 377 cliaroje of 3 teachers, and 82 in its colle<;e- classes, with 3 instructors, 1 lecturer, and 7 resident professors, its endowment ($396,000) invested in Tennessee State-bonds, and its income from these $22,500 ; course in the college proper, 4 years. Out of the 275 stu¬ dents whom the State has a right to send to it for education, about 190 are in attend¬ ance. Four graduated in 1873 as bachelors of art and 2 as bachelors of science. The Tennessee College of Pharmacy, at Nashville, with 5 professors and 2 years in its course, reports 50 volumes in its library, a cabinet and apparatus worth $2,000, and 20 students attendant on its instructions. The department of medicine and surgery in the University of Nashville has 9 resident professors, 1 other instructor, its library destroyed during the war, 160 students in the first year of its course and 75 in the second. The theologic department of the Central Tennessee College, Nashville, with 1 resi¬ dent and 1 non-resident professor, 2 years in course, and 825 volumes in library, reports 12 students in the first year of its course. No graduates. Statistical summary of schools for jyrofessional instruction. • •S* Corporate property, &c. a OQ (£> Names of schools for professional instruction. d o o D .9 o i o p* ao 0) P GQ o ® a a. 2 £ a O, -S O rn £^ “is p 'O ! j-j d ! p "-w for last n all other of volurai library. CtH o 1 O P « o| ii , > d O M O x U 0) a O o o a W pQ a 3 't! o o p > O s c d 111 1 SCHOOLS OF THEOLOGY. Theologic department of Central Tennessee College . . 2 0 12 $40, 000 15, 000 $0 15, 000 $0 825 3, OOO Theologic department of Cumber¬ land University . . . . . 2 47 $20, 000 1,000 SCHOOL OF LAW. Law-department of Cumberland Uni- ver.sity . 2 103 600 SCHOOLS OF MEDICINE. Department of Medicine and Surgery of the Univer.sity of Nashville . 10 235 100, 000 0 0 Medical department of Cumberland University . Tennessee College of Pharmacy-.... 5 20 *2, 000 50 SCHOOL OF SCIENCE. Tennessee Agricultural College, (East Tennessee University) . 15 139 396, 000 22, 500 * Apparatus. t With 92 preparatory. TENNESSEE SCHOOL FOR THE BLIND, NASHVILLE. The report of this school for 1873 states that it is pretty certain there are in Tennes¬ see not less than 1,200 xiersons partially or wholly blind. Of this number the State has, in her school, cared for about 38 annually for the last three years. The inability to do more than this is lamented by the trustees, who have been laboring under great disad¬ vantages from want of means and house-room. The difficulty with respect to means continues still and greatly hampers operations. That with respect to house-room will be remedied to some exteut by the generous action of Hon. John M. Lea, who, at a cost not stated, but necessarily considerable, has purchased and donated to the institu¬ tion an estate of between six and seven acres within the limits of Nashville, on which is a fine private residence with nine rooms. This grand gift, it is hoped, may lead to such others from the State or individuals as will enable the trustees to erect other buildings on the property and greatly extend the benefits of the school. Meantime, it goes on caring, as it best can with its small means, for the 36 pupils at present within its walls, teaching them in the moruing-hours the ordinary English branches, with mnsic, giving, of course, intervals of recreation. In the afternoon, the pupils are en¬ gaged in vocal and instrumental practice in music, with fancy bead-work, knitting, sewing, and cane-seating. In the evening the time is spent in listening to reading and renewed exercises in music. 378 EEPOKT OF THE COMMISSIONER OF EDUCATION. STATE teachers’ ASSOCIATION. Two meetings of this organization were held during the year 1873, at Nashville, in the senate-chamber. The first was on January 22, 1873, and was largely attended by members of the State-legislature, who joined the teachers and school-officers of the State in their deliberations as to the best means of improving the educational condition of the State. In the absence of Governor Brown, the address of welcome was delivered by Mr. James, of the State-senate, who, in behalf of that body, expressed his satisfac¬ tion that the members might avail themselves of the experience of the association in the preparation of a bill which should meet the educational wants of the State. Remarks embodying the main facts in respect to the condition of education in the State and suggestions of measures for its improvement were made by the State-su¬ perintendent, Hon. J. M. Fleming ; the assistant superintendent, J. B. Killebrew, and others. Different systems of education were discussed and divers resolutions offered and referred to committees. The importance of the establishment of teachers’ insti¬ tutes was strongly urged and generally indorsed. A statement of the resources of the school-fund was made by Mr. John Frizzell, who said that the code in 1848 fixed the fund at $1,500,000, and though the body of the fund was squandered the constitu¬ tional convention of 1870 re-enacted the provision of the old constitution fixing the amount as before at $1,500,000, the interest of which was to be inviolably approxiriated for common schools, and without conditions, according to the scholastic population. This interest, which has not been paid since 1860, must now amount to about $1,102,500, a sum which, added to the permanent fund, would swell the amount to about $2,600,000, the, interest of which would be about $160,000. He thought if the State raised this it would do all it could, and with a county-tax there would be sufficient funds for school- Xmrposes. The last meeting of the association was held December 9-11, 1873, also in the senate- chamber at Nashville. The State-superintendent, Colonel Fleming, said, in his address of welcome, that out of the counsels, the thoughts, and earnest importunities of this association has siirung whatever there is of the educational jiublic system in Tennessee. The necessity for the establishment of a school-journal was discussed, and it was finally resolved that the executive committee of the association should proceed at once to establish a monthly journal under the official authority of the State-superintendent of public instruction. Address of Hon. John H. Fleming, State-superintendent. — Superintendent Fleming gave a brief abstract of his report for 1873, with some remarks as to the workings of the new law. He thought the iieople had good cause to be satisfied with the results achieved during the year, urged the importance of making provision for the support of county-superintendents of schools and the necessity of arousing an intelligent pub¬ lic sentiment in school-matters in the State — a sentiment informed as to the needs of the country, the State, and the community, and that will impress itself upon the county-courts and impel action. Address of Dr. Sears, agent of Peahody fund. — Dr. Sears addressed the association upon the general importance of education to the welfare of the State, both from a moral and material iioint of view. “ If it costs much money,” he said, “ to support an efficient system of public schools, it costs still more to support private schools, and to allow people to live in ignorance would cost more than anything else.” The State-con¬ troller of Tennessee publishes the statement that the cost of criminal prosecutions in the criminal courts of Tennessee amounted to one-half of the entire expenditures of the State. Thus the people are paying out more money for ignorance than they need to jiay for intelligence, while but few criminals are ever reformed by incarceration, which has, moreover, but little effect in restraining vice in general. Address of Prof. A. B. Stark on normal schools. — The importance of professional training for teachers was enlarged ui)on by Prof. A. B. Stark, of Lebanon, who said a majority of the persons who are — not teaching — but hearing the lessons and whipping the children in the schools of Tennessee to-day are boys and girls, too young to obtain other work and entirely untrained in methods of instruction. The speaker contrasted such a system with that of Germany, where teaching is a permanent and. honorable profession, into which no untrained man, however learned and eminent in another profession, can possibly enter ; where even a bishop would not be allowed to teach a jirimary school in the obscurest village. Tennessee should have a number of liberally-endowed normal schools for the training of the 10,000 teachers needed to teach the 400,000 children in the State; but for the improvement of those teachers who must instruct the jiresent generation, he regarded the establishment of teachers’ insti¬ tutes as of supreme importance and submitted a plan for their establishment and management in Tennessee. Several other resolutions were offered referring to the es¬ tablishment of teachers’ institutes, the whole subject being finally referred to the con¬ sideration of the county-superintpndents present, who, it was understood, were to meet immediately in the capacity of a convention. TENNESSEE. 379 CONVENTION OF COUNTY-SUPERINTENDENTS. Subsequent to tbo adjournment of the State Teachers’ Association, the scliool-super- iniendeuts of the counties met in convention in the senate-chamber at Nashville, all members of the Teachers’ Association present beino- invited to participate. Superintendent Fleming, who presided, suggested as the first subject for considera¬ tion the report of the committee on teachers’ institutes of the Teachers’ Association. Dr. Sears stated tliat the trustees of the Peabody fund would contribute $100 each to defray the expenses of ten institutes in the State which should be attended by not less than 50 teachers.’ The State-sui)erintendent was then requested by the convention to make arrangements for holding ten district-institutes during the present scholastic year ; and it was also suggested that county-superintendents should hold at least two county-institutes in their respective counties. Superintendent Fleming announced that he would, by a requisition from his office, make teachers’ institutes a part of the machinery of the public-school- system and would partition the State into institute- districts comprising nearly 10 counties each, there being 93 counties in the State. The convention expressed its apjiroval of the educational bill introduced into the House of Eeiiresentatives by Hon. G. F. lioar, on December 4, 1873, and requested the Representatives of the State in Congress to give their influence and votes for it, be¬ lieving its enactment by Congress would be promotive of the educational interests of the country, and particularly valuable to their own State. OBITUARY. Prof. Samuel Snapp Doak, A. M., died at his residence, at Tusculum College, East Tennessee, on the 5th of August, 1873, in the forty-second year of his age. He was born November 8, 1831, in Washington County, Virginia. At the age of four years his parents moved to Chattanooga, Tennessee, where his early years were spent. In 1852, before he was quite 21 years of age, he graduated at Tusculum College, under his grandfather. Rev. S. W. Doak, D. D. In the following year he entered upon the study of the law in the office of Judge Sam. Milligan, in Greenville, Tennessee, and was admitted to the bar at the age of 23 years. He never attempted, how¬ ever, to practice the law, but turned his attention to teaching. For several years he was an instructor in Hiwassee College, Tennessee. In 1859 he accepted the chair of mathematics in Tusculum College, his alma mater, where he labored faithfully to the end of his life. As a student he was always noted for diligence and close application to study. His scholarship was varied, extensive, and exact. As a teacher he was apt, faithful, and successful. As a man he was humble and retiring — modest to a fault. He was>£i kind neighbor and a faithful friend. As a citizen his influence was ever on the side of peace and order. In the late rebellion he adhered to the flag of the Union. As a Christian, he was consistent in his walk, conscientious in his duties. Prof. Doak leaves many friends to mourn his early death. LIST OF SCHOOL-OFFICIALS IN TENNESSEE. Hon. John M. Fleming, State-superintendent of public instruction, Nashville. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Anderson . . . .Tames M. Scm^g's _ _ Clinton. Bedford . John R. Dean. . . . . . Shelbyville. Benton . . J. F. Pressen . Camden. Bledsoe . Thomas O. Brown _ _ _ _ Pikeville. Blount . . . .Tohn H. Morton _ _ _ Maryville. Bradley . W. L. Sharp . Cleveland. Campbell . C. D. Russell _ _ _ Jacksboro’. Cannon . J. M. D. Cates . Readyville. Carroll . G. W. Williams _ ........... _ _ _ Huntingdon. Carter . C. C. Collins _ _ _ _ _ .... _ _ _ _ Elizabethtown. Cheatham . . . S. D. Power . Ashland City. Claiborne . •Tames M. Smith _ _ _ Tazewell. Clay . George W. Stephens .................... _ .... Celina. Cocke . •T. D. Hickson _ _ _ _ Newport. Coffee . George W. Anderson _ Manchester. Crockett . . C. A. Goodloe . . . . Alamo. Cumberland . Thomas C. Center _ _ Crossville. Davidson . R. W. Weakley _ _ Nashville. Decatur . A. A. Steagald _ _ _ Decaturville. De Kalb . •T. T. Trapp . . . . . Smithville. Dickson . T,. T,. Tieac.h _ Charlotte. Dyer . H. Parks jr _ _ _ - _ Newbern. Fayette . William Maris _ Somerville. Fentress . Stephen H. Pile . Pall Mall. 380 REPORT OF THE COMMISSIONER OF EDUCATION. List of school- officials in Tennessee — Continued. Franklin... Gibson . Giles . Grainger ... Greene .... Grundy.... Hamilton . . Elambleu .. Hancock. . . Hardeman . Hardin - Hawkins . Hay%vood. . Henderson. . Henry . Hickman .. Humphreys. Houston .... Jackson .... James . Jefferson ... Johnson . .. . Knox . Lake . Lauderdale . Lawrence . . . Lewis . Lincoln . Loudon . Macon . Madison . . . . McMinn .... McNairy.... Marion . Marshall.... Maury . Meigs . Monroe . Montgomery Moore .*• _ Morgan . Obion . Overton .... Perry . Polk . Putnam . Rhea . Roane . Robertson .. Rutherford . Scott . Sequatchie.. Sevier . Shelby . Smith . Stewart .... Sullivan .... Sumner . Tipton . Trousdale... Union . Van Buren.. Warren . Washington. Wayne . Weakley ..., White . Williamson . Wilson . County. Name. Post-office. W. B. Watterson . A. S. Currey . W. R. Garrett . J. N. Goldman . J. C. Park . John Scruggs . J. H. Hardie . J. H. Trent . R. T. Rutherford . J. E. Hopkins . George R. Harrison . . J. B. C. Edmondson .. John B. Turner . Levi S. Woods . R. M. Dickenson . O. A. Nixon . T. M. Hogan . I. F. McMillan . R. H. Washburn . James H. Stallcup ... Samuel Anderson. . . . Benjamin W. Jenkins T. C. Earns . T. D. Arnett . H. T. Hanks . William C. Davis _ O. T. Plummer . James W. Goodwin .. J. A. Mitchell . . Vinson Gwin . B. R. Campbell . Joseph Janeway . T. B. Kernodle . Seabird Cowan . A. N. Miller . Hugh T. Gordon . W. W. Lillard . J. H. Hicks . N. L. Whitfield _ E. S. N. Bobo . Thomas H. Davis - W. F. Shropshire - J. B. Cox . . E. W. Easley . James Sloan . . B. M.Webb . . John A. Pyott . . J. A. Newton . . James L. Watts . G. W. Jarman . Laban Riseden . . Moses E. Deakins - Daniel G. Emert . F. A. Tyler . T. J. Fisher . J. R. Lawrence . George -R. Anderson .. C. W. Callender . . A. M. Watson . Robert S. Smith . W. J.Nash... . . J. D. Cummings . A. M. Burney . H. Presnell . James Anderson . E. H. Hatcher . Thomas L. Mitchell . . . John B. McEwen . A. D. Norris . Winchester. Trenton. Pulaski. Rutledge. Greeneville. Altamont. Chattanooga. Morristown. Sneedville. Bolivar. Savannah. Rogersville. Brownsville. Lexington. Paris. Centreville. Johnsonville. Erin. Gainesboro’. Ooltawah. Dandridge. Taylorsville. Knoxville. Tiptonville. Ripley. Lawrenceburg. Newburg. Fayetteville. Loudon. Echo. Jackson. Mouse Creek. Purdy. Jasper. Lewisburg. Columbia. Decatur. Madisonville. Clarksville. Lynchburg. Wart burg. Troy Station. Nettle Carrier. Linden. Benton. Cookeville. Sulphur Springs. Kingston. Springfield. Murfreesboro’. Huntsville. Dunlap. Sevierville. Memphis. Carthage. Indian Mound. Union Depot. Hendersonville. Portersville. Hartsville. Sharp’s Chapel. Spencer. McMinnville. Jonesboro’. Waynesboro’. Dresden. Sparta. Franklin. Austin. TEXAS. I 381 TEXAS. [From information furnished by Hon, J. C. De Gress, State-superintendent of public instruction.] The amount of accounts approved during and for the fiscal scholastic year ended August 31, 1873, was as follows: Payable by the State . $51,619 66 Payable by the counties, for salaries of teachers and em¬ ployes . $993, 997 06 Eents of school-houses . 29, 251 46 Fuel for school-houses . 6,578 39 Furniture for school-houses . 19,025 76 Purchase and building of school-houses, &c . 44, 063 22 - 1,092,915 89 Aggregate, State and counties 1,144,535 55 The amount approved payable in the counties was payable out of the proceeds of the 1-per-cent, school-tax levied for the building of school-houses and maintaining public free schools. On the 2d of June, 1873, the thirteenth legislature made an appropriation of $400,000, to assist in paying off the outstanding indebtedness to teachers, which had accumulated, partly in consequence of the absence of a State-appropriation by the twelfth legistature, for the year ended August 31, 1873, and partly in consequence of the tardy collection of the special school-tax. The following is a statement of assets and liabilities, from the commencement, under the act of April 24, 1871, to August 31, 1873 : AVAILABLE ASSETS. Appropriations by twelfth legislature, in 1871, for scholastic purposes, (except fees of scholastic-census-takers and certain other items not within my jurisdiction,) to August 31, 1872 . $559,500 00 Appropriations by thirteenth legislature in 1873, including the $400,000 above mentioned and excluding fees of scholastic-census-takers . 423, 168 66 Total appropriations by State, for the years ended August 31, 1872 and 1873 . 982,668 66 Add amount of special school-tax of 1 per cent, levied by boards of school- directors in 1871, w'hich has been reported received by treasurers of boards of school-directors in the different counties of the State : Received during year ended August 31, 1872 . 569,857 69 Received during year ended August 31, 1873 . 497, 217 92 Received during the current year, so far as reported . 11, 116 52 Aggregate assets, State and county . 2, 060, 860 79 LIABILITIES. Total amount of accounts approved, payable by State and counties, in and for the year ended August 31, 1872. $1, 228, 243 66 Add amount ap^iroved for the year ended August 31, 1872, during the year ended August 31, 1873, payable by State and counties . 114, 550 33 Total, for year ended August 31, 1872 . 1, 342, 793 99 Add amount, %it supra, for the year ended August 31, 1873 1, 144, 535 55 Total . 2, 487, 329 54 Leaving a balance due to teachers, and on other accounts, of.. 426, 468 75 Had the 1-per-cent, school-tax levied in 1871 by school-directors been collected, it would have paid all debts contracted and, after making all reasonable allowances and deductions, would have left a balance of upwards of $500,000. 382 REPORT OF THE COMMISSIONER OF EDUCATION. The additional statistics for the year 1872-73 are as follows ; SCnOOL-rOPULATION — ENROLLMENT aND ATTENDANCE. Total scholastic population of the State, (estimated) . 280, 000 Number enrolled in public schools . ^ . 129, 542 Average attendance . ’ . 83^000 TEACHERS AND TEACHERS’ PAY. Number of teachers in public schools . 2, 207 Average salary of teachers (of either sex) per month . ^7 The figures for each month, from September, 1872, to May, 1873, inclusive, are thus given : Tables showing the total number of 'public free schools in the State, the total number of teachers, and the total number of inipils attending school during the months from September, 1872, to May, 1873, inclusive. September. October. November. Pnhlif*. freft Rp.lioola . . . . . . . . 1, 165 1,359 46, 320 1,561 1,837 68, 214 1,824 2, 182 83, 062 Teaphera . . . . . . . Pupils . . . . December. JaniTary. February. Pnhlie frpe sphools _ _ _ _ _ _ _ 1,824 2, 193 81, 502 1, 776 2, 095 77,713 1,842 2, 207 82, 903 Tanobprs .. _ _ _ _ _ _ _ _ Pupils . March. April. May. Public free schools. _ _ ... ..... _ ............. _ ....... _ _ 1,874 2, 236 82, 858 1, 774 1,6:38 1,980 69, 769 Teachers .. ... . . . . ... _ _ ... _ _ _ _ _ _ 2, 141 Pupils . . .. .... _ ... _ _ _ _ _ _ _ _ _ _ _ 76, 151 Total number of pupils enrolied in the public free schools who have received instruction during the ten months ended June 30, 1873, 129,542. The report of the superintendent for the year 1872 indicated a steady progress up to that period in educational matters and a gradual change of public sentiment favor¬ able to free schools. Attendance upon public schools had largely increased over the previous year. Private schools had decreased to the number of 1,100, their best teach¬ ing material and nearly all their pupils having been absorbed in the public schools, leaving only a few higher-grade private schools or academies in'operation. There had been a marked advance in the qualifications of teachers ; the prejudice against them reported the previous year had changed as if by magic; occasions of personal violence or outrage upon them had become rare, notwithstanding the large proportion of those engaged in teaching colored children ; from being subjects of social ostracism they had become favorites, and, with the exception of the vexations of delay in the payment of their salaries, their positions had really become pleasant. PROVISIONS OF THE NEW SCHOOL-LAW. In May, 1873, the State-legislature abolished the school-law which had been in ope¬ ration since April, 1871, substituting for it one of which the following is a brief synop¬ sis : “ A State-superintendent is to be elected every four years by the voters of the State, whose salary is to be $3,000 annually and who is allowed a clerk at a salary of $1,800. The superintendent may be impeached and removed from office for sufficient cause, and may also be removed by the governor, at the request of two-thirds of the members of the legislature. His duties are to counsel and advise with teachers as to the best manner of conducting public free schools, to have the supervision of all the public free schools in the State and be the general adviser and assistant of county- superintendents, to make an annual report to the governor of the condition of the schools, and to require cf school-officers and teachers a rendering of the necessary TEXAS. 383 scliedules and reports. He is also to apportion the puhlic-scliool-fnnd among the sev¬ eral counties. County-superintendents are to examine teachers, issue certilicates to them, and report to the State-superintendent. A hoard of live school-directors is to be elected in each county, whose duty it is made to detine the course of study in the public schools, select text-books and apparatus, and prescribe the duties of trustees and teachers. Three trustees are to be elected in each school-district, who are to take the census of the scholastic population, making separate lists of wliito and colored children ; provide schools and school-houses, separating the children of the two races; employ teachers, and see that the schools are tanght and properly conducted for at least four mouths in the year. All the children of school-age in the State are required to attend school, unless prevented by certain specified causes, as sickness, danger from Indians, or great distance from school, except such as may bo shown to have received regular instruction for four months in every year from any private teacher having a proper certificate.” It is provided, also, that “ the board of trustees of anj’ school- district maj^ adopt any private school established in their district, when the teachers of. such school shall have obtained a certificate of competency and shall coufoian to the general regulations of this act.” If the public-school-fund apportioned to any par¬ ticular district should not be sufficient for the support of the schools during four months in each year, an ad-valorem tax upon all the taxable property of the district is to be levied by the county board of directors.” Provision is further made that, “ in any case where it may become desirable in any school-district to have a high school taught, any principal of such high school shall have the privilege of blending the free school with the private school by consent of a majority of the trustees of the former, said principal agreeing and contracting with said trustees to teach the children within the scholastic age ; and said principal shall have the right to receive into his school and instruct any number of students who are over the scholastic age, at such rates of tuition as he may prescribe, and his patrons consent to pay, to the end that high schools may be established with authority to confer degrees or give certificates of merit and scholarship : Provided, That said high schools shall be under the control and supervision of the county-board of directors.” OBJECTIONS OF THE GOVERNOR TO THE ACT. The governor of the State, in his message to the legislature declining to approve the foregoing act, submitted the following, among other, in his opinion, very serious ob¬ jections thereto : “(1) The constitution (Article IX, Section 4) directs the legislature to ‘establish a uniform system of public free schools throughout the State;’ but this act, though it proposes in its title to establish such a system, in realty does away with all systems. It gives in Section 18 authority to the county-boards to ‘define the course of study in the public schools in their respective counties and direct the class and kind of school¬ books and apparatus to be used therein,’ and to ‘prescribe the duties of the trustees and teachers.’ These powers embrace pretty much everything that is essential to a system of schools, and it is plain that under them, instead of having one system for the State, we may have as many as there are organized counties, or, say, 135 systems. “ (2) It further strikes at uniformity of system by dispensing with the board of edu¬ cation for the State. Such or a similar board, having supervisory control and direction of the schools, has been found essential to their success in ail States, both American and foreign, where the public schools have reached the greatest perfection. A board of education, with powers analogous to those created by the law in force, is not a new thing in this State. It was provided for in the provisional constitution of 18G6, Article X, Section 10. “ (3) It provides (Section 22) that the schools shall only remain open for four mouths annually. This provision alone will, if adopted, put an end to the public schools on a scale of efficiency and permanency in any respect worthy of our State. It is obvious that w^ell-qualified teachers cannot be had at a reasonable compensation to give their services for so short a period annually. Persons who devote themselves to teacLing as a life-profession (and, if possible, such persons only should be employed in teach- iug) cannot, and will not, accept employment of this temporary nature. As a conse¬ quence, professional and competent teachers who remain in the State will be driven to take private schools, and the public schools, now so creditable in their results, must soon, from inefficiency, lose the respect and patronage of the people and fall into disuse.^’ “The expense attending the county-organizations under this act and the multiplicity of officers it creates should be noted. There is to be for each county a county-board of five directors, which, for the first year, is calculated to cost each county !^520, or, for the whole State, upwards of ^70,000. These boards are intended, in a vague and ineffective sort of way, to take the place of the present supervisors and inspectors. They cannot, it is clear, perform the duties of those officers, but they cost more, the supervisors and principals (the latter then doing the duties of the prese^nt inspectors) having cost for the last scholastic year but ^65,810.72. It must also bo remembered 384 REPORT OF THE COMMISSIONER OF EDUCATION. that this was the cost of supervisors and principals for ten months, while the above cost of the county-boards is for only four months. But in addition to these county- boards is an army of school-trustees i^rovided for. These cannot be less than fifteen, and may be many more, for each county. In this respect it is quite remarkable that, while the county-boards, which have little or nothing to do, are paid at the rate of ^4 each per day, the trustees, who, if they do their duty, will find their time pretty much engaged for tbe whole scholastic year, are to be paid nothing. It will be interesting to compare the importance of the duties to be required of the unpaid trustees, in Sec¬ tion 22 and elsewhere, with those required of the paid county-boards. The main busi¬ ness of the latter seems to be that of keeping the former busily at work. It is scarcely necessary to remark that in no county of the State will fifteen honest and competent, persons be found willing to attend, without pay, to the duties required of these trus¬ tees. “ The act repeals all previous acts, thus repealing the taxes assessed under those laws. It is true the repealing section proposes not to affect the legal liability of any one for taxes claimed to be due under those acts for the year 1871, but the taxes under the act of April 24, 1871, are nearly or quite altogether due for 1872 and 1873. In most counties the first year’s assessment did not go into effect until 1872. Thus it would happen that in counties where the wealthy have taken advantage of the law’s delay, the poor and people of moderate means who have paid their school-taxes would find their rich neighbors given by this an unfair advantage. Direct encouragement would thus be offered to those who have evaded their share of the burden, to the great detriment of the schools and injury of the teachers whose pay has been thereby wrong¬ fully Avithheld.” OFFICIAL OPINION OF THE ATTOENEY-GENERAL. The official opinion of the attorney-general of the State, respecting the constitution¬ ality of the present school-law, as given in a letter to Richard B. Sempler, esq., and dated September 19, 1873, is as follows : “ The words in section 27 of the present school-law of May 22, 1873, are : ‘May'adopt any private school established in their district.’ “ That provision can only be held constitutional where such adopted school is (as Section 4 of Article IX of the constitution provides) a part of a ‘ uniform system of pub¬ lic free schools throughout the State ;’ or, in other words, when it uses the course of study and books that constitute the system heretofore organized — for none other has been substituted for it — and when the adopted school becomes and continues for the four months an exclusively public free school : not receiving pay otherwise than from the school-fund. Section 18 of the present school-law, being contrary to the above-cited section of the constitution, is clearly unconstitutional, null, and void. If the trustees do not put in operation in their respective districts schools sufficient for all scholastic pupils living in sufficient numbers near enough together to be entitled, they cannot use the i)ublic free-school-fund for any partial or insufficient schools they may organize. “After a careful study of the school-law of May 22, 1873, I am forced to conclude that so many of its provisions are unconstitutional, while others are impracticable, that it cannot be put into operation. Section 4 of Article IX of the constitution imperatively prescribes the establishment of a ‘ uniform system of public free schools throughout the State.’ If adopting ‘ any private school,’ and defining ‘ the course of study,’ and directing ‘the class and kind of school-books,’ in a discordant manner, in different districts, amounts to a uniform system throughout the State, I am unable to perceive it. “ Besides, section 6 of Article IX of the constitution, after stating what shall consti¬ tute the school-fund, concludes by enacting that ‘no law shall ever be made appropri¬ ating such fund for any other use or purpose whatever.’ The Congress of the United States guaranteed this enactment by providing ‘ that the constitution of Texas shall never be so amended or changed as to deprive any citizen or class of citizens of the United States of the school-rights and privileges secured by the constitution of said State.’— (U. S. Statutes at Large for 1869-’70, ch. 39, p. 81.) “ WILLIAM ALEXANDER, ^‘Attorney-Genei'cil." As to the working of the system thus referred to, the State-superintendent (Novem.- ber 26, 1873) says: “The last legislature enacted a new school-law, repealing the old one and in effect abolishing our rapidly-growing system of common schools. The scho¬ lastic year commenced, under the uew law, on September 1, 1873, and, to date, only sev¬ enty-four free white- and three free colored-schools have been reported to this office as organized. Under this law no uniform system of public free schools, as required by the State-constitution, can be established ; in fact, the poor, to whom only the free schools are opened, can never (under it) be educated. Private schools are being adopted as free schools, which means that the poor will be excluded ; in short, the old pauper-law of the State substantially re-enacted. The school-fund is, hence, likely to be given away to private institutions of learning, while those who are unable to pay for the tui- TEXAS. 385 tioii of their children, and who are too prond to acknowledge themselves paupers, will be deprived of an education solemnly guaranteed them by the constitution of the State and indorsed by the Congress of the United States. The law requires certain laborious duties to be performed by officers termed trustees, but makes no provision for their payment. Hence, with few excej)tion8, these officers have remained inactive. * The consequence has been that the foundation of the estab¬ lishment of a system of public schools has not been laid. I refer to the taking of the scholastic census, without which the school-fund cannot be apportioned to the different counties and the teachers cannot bo paid. This law also provides for the office of a su¬ perintendent for each county, but requires no qualification except citizenship. He is to be paid $120 per annum. But few educated men will be willing to sacrilice their private interests to accept this responsible office, the duties of which are arduous and constant during the entire year, the law allowing each school-district of a county (and in some counties forty-five school-districts have been established) to choose four con¬ secutive mouths in which to keep open its free schools. Some counties have gone to work, Galveston taking the lead, ignoring the present school-law^ and authorizing the employment of teachers for eight months. The public domain, on the 31st day of August, 1872, consisted of 88,842,704^ acres of land, the j)roceeds of which were, by Section 6, Article IX, of the State-constitution, to become part of the commou-school-fund, but the last legislature gave awmy one-half of such lands to corporations. It is hoped that the legislature to be elected on the 2d day of December will be com¬ posed of liberal-minded men, who will have the foresight to see that without a thor¬ ough educational system the broad prairies of the State can never be settled. To add to our embarrassments, the rich, in many instances, take advantage of the law’s delay and refuse to pay their school-taxes. Out of a tax of $2,200,000 levied in 1871, less than $1,100,000 has been collected, and although the supreme court decided this tax to be legal, more than a year ago, still, collecting officers, in sympathy with the rich, persist in neglecting their duty, and no remedy can be had for this evil. The legislature has also failed to make appropriation for rent of school-houses, fuel, and other incidental expenses necessary to carry on schools, so that, even if this law could be successfully executed, their non-action has rendered it inoperative NO AID FROM THE PEABODY FUND. The State-superintendent of public instruction, in response to his application made to the agent of the Peabody fund for the pro-rate assistance the State would be entitled to from that fund, in accordance with its established free schools, received the follow¬ ing reply: “StAUNTON, Virginia, May 13, 1873. “My Dear Sir: I have consulted with the trustee of the Peabody fund residing here, and he agrees wfith me that in the present unsettled state of school-matters in Texas we should not be justified in making donations from the fund. We therefore feel obliged to wait, in accordance with our rules and usages. “Yours truly, “B. SEARS. “Hon. J. C. De Gress.” The agent of the Peabody fund, in his report for 1873, explaining this, says that, while ready to make liberal contfibutions to the public schools of the State, he has been met with requests to do something which the rules of the trust do not allow', such as purchasing apparatus, paying teachers over and above their stipulated wages, and making up deficiencies in the school-fund, arising from a neglect to collect the taxes legally assessed. Hence have come embarrassments which^ with the unsettled condition of school-affairs, have led to the action referred to. SECONDARY INSTRUCTION. The comparative imperfection of returns from Texas makes the information the Bureau is able to communicate on this head xiroportionately slight. Of the private schools, we have, for the year 1873, distinct intelligence respecting only these which follow, as imjiarting instruction beyond that given in the jiublic schools: (1) The Austin Female Institute, at Austin, with 3 instructors and a course of English, higher mathematics, Latin, Greek,,French, German, and Spanish. (2) A Ger- man-American young ladies’ boarding-school at the same place, with fi instructors and 53 jmpils, of whom 42 pmrsue an English course alone and 34 unite with this one in the modern languages. (3) The Live Oak Female Seminary, near Brenham, with 4 in¬ structors, 50 pupils, and a four-years course, embracing Engiish, Latin, Greek, and mod¬ ern languages. (4) The Bavncs Institute, in Galveston, with 2 instructors and 30 25 E 38G REPORT OF THE COMMISSIONER OF EDUCATION. jinpils, of whom 13 are male and 26 female. (5) The St. Mary’s Institute, San Antonio, with 10 instructors and 325 pupils; course not described, but said to be preparatory to college. Statistical summary of universities and colleges! Names of universities and colleges. Corps of instruction. Endowed professorships. Number of students. Corporate property, (fee. Number of volumes in library. j Preparatory. Collegiate. Amount of proper- ' ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive fiftjds. Receipts for last year from all other sources. Austin Gollege _ _ 4 90 $20, 000 $6, 000 3 000 "Rpylor TTnivpr^jify 6 *2 "'ei' 33, 000 21, 000 $12, 000 $1, 000 $2, 000 1,300 Poronnl TnvititntA 4 0 61 20, 000 c 0 0 TTpnrlpr'snn 5 ICO Marvin College . . . 8 0 125 45 20, 000 0 0 0 5, 000 0 St Joseph’s ( lollegp, _ 5 60 $15, 000 15, OCO 15, 000 9, 000 Ralado College . 5 0 159 36 0 0 0 0 Texas Military Institute.. 7 0 0 100 75, 000 0 0 0 ^ 1,C00 Texas TTniversitv . . 5 53 19 157, 000 42, 000 115. 000 Trinity University . 12 "o' 177 134 106, 000 34, 000 40, 000 15, 000 700 7, 200 1,500 University of St. Mary. . . 11 150 100 150, 000 40, 000 400 Waco University .... 12 *1 291 40, 000 18, 223 10, 633 6, 000 * Partially. Of these Baylor University, at Independence, has its students classed, as is common at the South, in schools. It is the same with the Texas University, of Georgetown, formerly the Soule University, of Chapel Hill, which was provisionally organized in the autumn of 1873, until its change of place and title should be sanctioned by the legislature. Henderson College, Henderson, is yet only in an incipient state, with three college-pro¬ fessors, hut only a preparatory department in operation, 47 out of the 100 pupils in which are females. Marvin College, Waxahatchie, has gone further, having now two college-classes. COLLEGES FOR WOMEN. The institutions for the higher instruction for young ladies which make returns for 1873 are: (1) The Andrew Female College, Huntsville, with 4 female teachers and 4 years in its collegiate course, 15 students being in the first year, 10 in the second, 13 in the third, and 12 in the fourth ; music, drawing, and French attended to, and a chem- ic laboratory and philosphic apparatus possessed. (2) The Bryan Female Semi¬ nary, at Bryan City, with 2 male teachers and 1 female; collegiate students, 53, of wdiom 25 are in the first year of a four-years course, 10 in the second, and 3 in the third ; music, with German, French Italian, included in the course. (4) The Chappell Hill Female College, at Chapel Hill, with 1 male and 3 female instructors, a course of study divided into 11 schools, and a body of 54 students in the regular collegiate course, besides 3 in a special course, and 3 po*st-graduates ; music, the arts of design, French, and German included in the course. (5) The Lamar Female Seminary, Paris, with 1 male teacher and 3 female, 75 students in its preparatory department, but those in the collegiate not accurately classified ; music, drawing, painting, and French a portion of the course. The five institutions for the superior instruction of young ladies reporting partial sta¬ tistics for the year 1873 have a total attendance of 563 pupils, 184 of whom are in pre¬ paratory departments. One of these institutions gives no statistics of attendance and another gives only the total wdthout distinguishing between collegiate and prepara¬ tory pupils. The aggregate of collegiate classification, as far as given, is as follows: in the freshman-year, 40 ; sophomore, 20 ; junior, 16 ; senior, 12 ; in partial courses, 17 ; and in post-graduate-studies, 4. There are 31 professors and instructors, 8 of whom are gentlemen. Music, both vocal and instrumental, forms a part of the course in all, drawing and French in all but one, and painting in all but two. Two teach both French and German and in one Spanish is added. Two report chemic laboratories and philosophic cabinets ; 3 gymnasia and libraries of 200, 500, and 800 volumes, re¬ spectively. TEXAS, 387 BUSINESS-COLLEGES. One of these schools for commercial training, at Waco, reports 3 teachers and 27 jmpils. Staiistical summary of schools for professional instruction. Names of schools for professional in¬ struction. SCHOOL OF THEOLOGY. Baylor University, theologic depart¬ ment . SCHOOLS OF MEDICINE. Texas Medical College and Hospital American Dental College . SCHOOL OF SCIENCE. Agricultural and Mechanical College of Texas . Corporate property, See. u It s-s 5 o a ^ £ « 3 ^2 $0 450 30 TEXAS INSTITUTION FOR EDUCATION OF DEAF AND DUMB. The excellence of the site of this institution, as shown in the general good health of the inmates, is much dwelt ou in the last report. Considerable additions have been made to the buildings, the school-room having been enlarged, the boys’ wash-room ex¬ tended, the main building lengthened, and a new dining room and dormitory erected in the rear, connected with the other by a covered-way, a new wash-house completing the improvements made. Thirty pupils only had availed themselves during the year 1872 of the advantages here freely offered and only 82 since the opening of the school in 1857. The trustees, therefore, urge that judges and county-officers should co-operate with them in their endeavors to extend throughout the State the knowledge of the ex¬ istence of the school and of the importance of securing its instructions for all deaf- mute Texan children, every deaf mute in the State between the ages of 10 and 20, of sound mind, good character, and general good health, being eligible for admission. EDUCATIONAL CONVENTION. During the school-vacation of the year 1872 a convention of teachers and other edu¬ cators of the State was held in Austin, for the purpose of consulting together as to the working of the school-law then in operation and of pointing out objectionable features in it, if any such existed. Representatives of the educational interests of nearly every section of the State were present and the convention lasted four days, two sessions being held each day. In the law few defects were found. Recommendation was mad-e for a change in the manner of auditing and proportioning teachers’ pay ; the urgency for county teachers’ institutes as a temporary substitute for normal training was strongly pointed out; the organization of a«national system of education, to assert its prerogatives where States failed to do their duty to the rising generation, was indorsed, and a final resolving of the convention into a central and State Teachers’ Institute was accomplished. Hon. J, C. De Gress, State-superintendent, was elected president of the institute, and Mrs. M. J. Young, Miss S. J. Newcomb, and H. B. Phillips tvere made vice- presidents. The urgent need of an exclusively educational journal or magazine, to disseminate facts in connection with school-interests and to serve as a reference to teachers in the exposition of educational laws and other educational’raatters, was discussed and resolu¬ tions were adopted pledging the united support of teachers to such a publication, should one be started. It is believed that much good was accomplished by this re-union of educators. It stimulated teachers to renewed exertions and created a bond of sympathy between them and the people ; it contributed to a clearer understanding between the executive officers of the laAV and the teachers, and aided in correcting the few abuses or evils running through the system in remote districts. From the State Teachers’ Institute, moreover, sprang county teachers’ institutes, twenty live of which were organized in the State during the year. 388 KKPOKT OF THE COMMISSIONER OF EDUCATION. VEKMONT. GENERAL REMARKS. Tbo reports of tlie board of education of this State being issued biennially, no official information as to educational i)rogress can be obtained. In respect to primary educa¬ tion, therefore, few facts can be given; summaries of returns received from institutions for secondary and superior instruction are, however, presented. Rev. William S. Palmer, of Wells River, writes: “ The institutes in the several counties of the State are to be held three days instead of five as heretofore, and teachers attending during their terms of teaching are not re¬ quired to make up the lost time, but are ];)aid just as if they were all the while in the school-room. “The new St. Johnsbury Academy building, now under the charge of Rev. PI. T. Fuller, is one of the finest school-edifices in the State, costing $53,000. “Wells River school-district is to have a brick school-building, with Mansard-roof and granite-foundations, costing some $10,000. The ground has been excavated, and is all ready for the edifice to be put up in the early spring. “The University of Vermont, at Burlington, has been opened to women. President Buckham told me there were fourteen ladies of various scholarships but excellent train¬ ing. They have no sort of difficulty, he said, about the association of the sexes. They have abolished the law requiring church-going, and now have no difficulty in getting students to attend church regularly."’ SECONDARY INSTRUCTION. Engaged in the work of secondary education there are 32 academies, seminaries, and public and private high schools from which special reports have been received, having an aggregate attendance of 3,487 pupils — 1,600 boys and 1,887 girls — with 131 instruct¬ ors, of whom 52 are gentlemen and 79 ladies ; 550 pupils study the classic and 264 the modern languages ; 85 were jireparing for college and 30 for scientific departments. Drawing is taught in 20 of these schools and music in 23; 20 have libraries ranging in extent from 10 volumes to 3,687 ; 2 are exclusively for girls and have 139 pupils, of whom 24 study classic and 113 modern languages; 2 others were exclusively for boys, with an aggregate of 43 xmpils ; had 32 engaged in the study of classic and 7 in that of modern languages. The remaining 28 schools are for the education of both sexes. PREPARATORY SCHOOLS. Castleton Seminary, at Castletou, and Burr and Burton Seminary, at Manchester, have 258 j)upils engaged in prej)ariug for eollege, of whom 172 are in classic and 44 in scientific studies. Castleton Seminary, with 122 in classie and 4 in scientific studies, has 17 in advanced classes, 32 in senior, 29 in junior, 27 in middle, and 21 in fourth or lowest classes ; it has a library of 400 volumes, a chemic laboratory and philosophic apparatus. Burr and Burton Seminary, with 92 in classic studies and 40 in scientific, has in advanced classes 66 i)upils — in senior, 16 ; in junior, 24 ; and in third, or middle, 26. It has a library of 2,000 volumes, a chemic laboratory, a cabinet of natural his¬ tory, and a xfiiilosophic cabinet and apparatus. UNIVERSITY OF VERMONT. A gift has been received from T. W. Park, esq., of Bennington, for the purpose of adding an art-gallery to the university. This is to be for the benefit of the public as well as of the university ; and several gentlemen of means and influence have promised the gift of some valuable art-productions as a nucleus for future collections. The library, to which 840 volumes have been added during the year 1873-74, has been selected with special reference to the several departments of study and is open to all students of the university. The cabinet, containing, with other material, the collection of the College of Natu¬ ral History of the University of Vermont, has recently received important additions by donation and exchange." It now comprises the following collections : of lithologic specimens, 3,500 ; of mineralogic, 3,000; of metallurgic, 1,000; of geologic, 3,000.; of conchologic, 6,.500 ; of ornithologic, 350; of zoologic, 1,000; of botanic, 1,000 ; of archm- ologic, 200; and of numismatic, 250 specimens. By the recent action of the trustees all the courses in the academic and scientific departments have been oxiencd to young women ux)on the same conditions as to young men. The freshman-class for 1873 numbers 33, the largest for thirteen years. The cata¬ logue for 1873-74 enumerates 25 officers of instruction and government in the various departments, 91 undergraduates, and 56 medical students. VERMONT. 389 MIDDLEBURY COLLEGE. In this college there are beneiiciary and scbolarsbip-finuls sufficient to provide for those students who require assistance to the extent of three-fourths and in most instances to the full amount of their college-bills. The cabinet, designed chiefly for the benefit of the classes in natural history, contains 2,700 specimens in' zoology, 400 in botany, and 1,500 in mineralogy, 1,000 of which, jiresented by the State, are separately arranged. The alumni have, during the past year, taken measures to secure a permanent library- fund of $5,000 ; a considerable portion has already been subscribed, and the income will soon be available for the purchase of new books. Statistical summary of universities and colleges. - • - i Names of universities and colleges. 1 Corps of instruction. j Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. | Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap- paratus. Amount of endow¬ ment. 1 Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Middlebury College . , 6 *3 52 $280, 000 $100, 000 $180, COO $180, 000 $12, 600 .$2, 384 12, 000 Norwich University, (\TiHtflry) __ _ 5 6 24 20, 000 0 0 0 3, 500 3, 500 University of Vermont ... 9 .... 55 250, COO 130,000 200, 000 200, OOO 12, GOO 10, 000 15, 000 * Two, partially. SUPERIOR INSTRUCTION OF WOMEN. The only institution for this specific purpose sending a report is the Vermont Metho¬ dist Seminary and Female College at Montpelier. There are, with 11 professors and instructors— 6 gentlemen and 5 ladies — 507 pupils in attendance, of whom 13 are in the freshman-, 15 in the sophomore-, 7 in the junior-, aud 5 in the senior-year ; 30 are pur¬ suing a commercial course, and 51 are in a preparatory dexiartment. Music — both vocal and instrumental— drawing, painting, French, and German form a part of the course. The institution has a chemic laboratory, a philosophic cabinet, a natural- history-musoum, a gymnasium, and a library of about 700 volumes. Statistical summary of schools for professional instruction. teachers’ INSTITUTES. The State-superintendent gives the following list of institutes for the improvement of teachers, held or to be held duriug the winter of 1873-’74 : Windham County, Bel- 390 REPORT OF THE COMMISSIONER OF EDUCATION. lows Falls, December 15, 1873 ; Orange County, Post Mills, December 18, 1873 ; Wash¬ ington County, ^Yaite^ielcl, December 22, 1873 ; Franklin County, Enosburg, January 15, 1874; Windsor County, Springfield, January 28, 1874; Grand Isle County, North Hero, February 2, 1874 ; Addison County, Bridport, February 4, 1864 ; Orleans Counky, Newport, February 9, 1874 ; Essex County, Island Pond, February 11, 1874 ; Caledonia County, Peacham, February 16, 1874 ; Lamoille County, WaterYille, February 18, 1874; Rutland County, not announced ; Cliittendeu County, Jericho, February 25, 1874 ; Bennington County, not announced. THE RELATION OF EDUCATION AND LABOR, (As illustrated in the workshops of Messrs. E. and T. Fairbanks & Co., of St. Johnsbury, Vermont.) As showing the relations possible between labor and capital, the following sketch by the Rev. W. S. Palmer, of Wells River, Vermont, of a well-known New England village, whose inhabitants for the most part are all interested and employed in th#same busi¬ ness, is of interest. The value also to a community or a State, of a single person pos¬ sessing inventive genius with sufficient knowledge to make it available, is showni by the building up of this great business, which, itself directly the result of invention, is the sole support of so many inhabitants. The common school, which give to all the children sufficient knowledge to enable them to develop whatever faculties of inven¬ tive power they may possess, are thus shown to bo possible sources of wealth to a commu¬ nity instead of being an unremunerative expense. Not only do they do this by increas¬ ing the productive value of all labor, as statistics have clearly shown, but also in guar¬ anteeing that any exceptional inventive talent shall not be lost to a community for w’ant of elementary instruction. New England is clotted over with manufacturing- villages and towns that hav^e each sprung up from the inventive power of one or twm men, and it is creditable to the practical good sense of these creators of fortune that they have so generally realized the value of both common and higher education and and have given freely to their support. As showing the xiarticular methods adopted and their results in this community, the Rev. Mr. Palmer’s statements are of value. The firm of Fairbanks & Co. has existed forty-three years. From small beginnings it has come to manage the largest scale-mannfactory in the world. Its workshops cover ten acres ; its annuahsales amount to $2,000,000 ; its products are sold in near¬ ly every imjiortant nation of the globe ; its employes at St. Johnsbury number 600 to 650 mechanics, besides some 400 in the warehouses and other service elsewhere. The relation of education and labor in their workshops will appear by considering two questions. What have the proprietors done for the community ? And what is the position of the workmen towards the firm and the community ? WHAT THE PROPRIETORS HAVE DONE. Example. — They have always set example worthy of imitation. Earnest and benevolent Christian ’men, they have assiduously cultivated business-integrity. No man in their employ is ever allowmd to do any sham-wmrk. Their test-room is a silent but perpetual educator. In all their dealings with their wmrkmen they have been gen¬ erous as w'ell as just. They have paid liberal wages, so far as xiossible, by the piece. They have encouraged the invention of machinery to expedite processes and have given inventors a large share in the i)rofit3 of such improvements. Both by precept and I)ractice they have cultivated a habit of economy and have stimulated thousands of employes to lay up eomething every mouth. Care for their welfare. — From the first they have constantly taken a deep interest in all that concerns the w^elfare of the community. In the early years of the firm, v."hen they had less care and fewer outside calls, they gave more personal attention to their workmen than is possible now. They built a hall, where employer and employes with their families often met together for the cultivation of mutual acquaintance. They have always tenderly cared for the sick among their workmen and their households, determined that none of them should want anything essential to their comfort. Gov¬ ernor Fairbanks, the senior partner, used to say to the men, “ You should always come to me as a to father.” Attention to mental and moral improvement. — They have devised various plans to pro¬ mote the mental and moral improvement of their workmen. Their theory has always been, “that a m.au is worth more than a machine.” Scientific lectures were often given in their workshops. Mr. Thaddens Fairbanks, himself, one winter, gave a course in chemistry. Alyceum was early oi'ganized, in which the proprietors freely discussed various questions with their laborers and offered liberal prizes for the best essays read. Twenty-five years since, the “ Franklin Library ” wms started by the firm, but man¬ aged by the men, helped by their employers. That library still exists, though it is now only as the morning-star after the rising of the sun. Within a few years, Mr. Horace Fairbanks, one of the present members of the firm, has built a magnificent edifice, 94 by 45 feet, two stories high, and so finished in every particular as to be an edueating power in itself. This atheneum comprises a spacious lecture-hall, a free library, already numbering 8,300 volumes, and a free reading-room, in which are found the best English VERMONT. 391 and American periodicals. The. books are choice and costly, selected by the help of W. F. Poole, tbe bibliograpber. The hall has been opened for several free lectures. The library and reading-room are open every vreek-day and evening, except the evening of the weekly prayer-meeting in the several village-churches. Art-cidturc for the men. — Mr. Fairbanks is now building an elaborate addition t§ the atheneum for an art-gallery. It will contain paintings, statuary, rare illustrated volumes, &c. .Representative American artists have been engaged to paint master¬ pieces for its walls. What treasures of art other men of wealth would store away in thci r private parlors, Mr. Fairbanks’s heart prompts him to open for the delight and profit of all classes. Ho hopes to provide a place where the humblest laboring man, as well as the man of most leisure, may gain the best esthetic culture “ without money and without price.” Care for ilie children. — The Messrs. Fairbanks have always deemed it highly impor¬ tant to raise the standard of education in their community. They have felt it to be for their own interest that all the children should be well taught. Paying, them¬ selves, a large per cent, of the taxes in the village, they have steadily favored the most liberal expenditures for public instruction. Some ten years ago they gave a beautiful site for a public high school and have been strenuous advocates of every measure by which that school might take the highest rank among institutions of its class. Some twenty years ago, members of this firm founded the St. Johusbury Academy, and, jiuttiug tuition at moderate rates, have always taken care that a full board of competent teachers should be liberally paid. From the tirst, provision has been made for generously aiding indigent students of worthy aims. Mr. Thaddeus Fairbanks has recently put uj) a new academy-building of ample proportions and rare architectural finish. Eelicfious irfliience. — They have freely aided in building the several churches in the village. The churches of their own denomination rent pews at very low prices, they preferring to be assessed for the balance requisite to meet current expenses rather than have the poorest unable to command sittings. HOW THE WORKJIEX HAVE RESPONDED. The second question we have to consider is. How do their workmen respond to these eftbrts for their good? 1. Bif jyermanency. — It is a significant fact that more than half of them have families, and are permanent residents of the idace. Their permanency, as a rule, is a striking fact. Many of them have been in this service from twenty to forty years. Two have worked “ from the start,” iu 1830. One of these two, a foreman who has accumulated large wealth by his work, a few months ago tendered his resignation, on the grouml that the infirmities of age forbade his earning his wages. Mr. Franklin Fairbanks replied to him: “No, sir, we cannot accept your resignation. Work more or less, as you are able. Rest when you please. I learned my trade of you, and wish you to continue in our .service as long as you live.” An assistant was given him, and he goes and comes at his pleasure. 2. By providence — The workmen generally are not only well paid, but remarkably provident. Many are independent. Large numbers own their homes — have beautified their grounds and furnished their dwellings with elegance. Some have sent daughters to Vassal- College and numbers have bellied their sous to the highest standing iu the best New England colleges. 3. By mental improvement. — The workmen as a whole are intelligent citizens of a singularly intelligent community. Of the thousand “takers” from the library, from 250 to 300 are from the households of scale-workers. “ Beyond my expectation,” said Mr. Horace Fairbanks, the laborers use the library. To a gratifying extent, the librarian assures me, they read a high class of books. One comes in saying, ‘ I want to read the history of old Napoleon,’ and another, ‘ I want to read English history.’ Few boooks are more iu demand than such works as Turner’s England. Persons tem¬ porarily in the scale-works, seeing others reading, wish to join them, and make the de¬ posit of $3 demanded of those taking out books before becoming residents of the place. In the evenings many of the workmen may be found iu the reading-room. Two hundred and fifty of their families are rejireseuted at the annual courses of ly- ceum-lectures iu the village.” 4. By a manifestly good spirit. — Seven-eighths of the employds of this house are church-going men. Many of them are among the most useful members of the several churches. Not one who has children is iudift'erent to the school-privileges of the iJace. They are vitally concerned in the public schools and take part in their direction as members of committees, &c. Some fifty foreigners, etLployed about the coarsest work of the scale-factory, cannot read and write ; but their children arc in the schools with the others. Some of the finest scholars of the academy are sons and daughters of the laborers. I saw one young man in the class, nearly prei)ared for col¬ lege, who was a laborer himself certain parts of each day. 5. By cordial appreciation of the efforts made for their heiufit.— It is everj^where 392 REPORT OF THE COMMISSIONER OF EDUCATION. manifest that the best feeling prevails between the employers and the employed. It seems to be the unanimous testimony throughout the place, “ I never hear the men make a word of complaint.” Hon. B. G. Northrop, of Connecticut, not long since spent some days studying the working of the system, talking freely with proprietors, laborers, their families, and other citizens of St. Johnsbury, and testifies : “'I have never seen a better practical solution of the labor-Ciuestion. There is the fullest and hapxnest conciliation between labor and capital.” He asked one laborer whose house he visited, “ Why is it that you never have any strikes here ?” The answer was, “ Well, to start wfith, we have a good set of men, temxierate and moral. Then, we are well paid. Wages have been often advanced. The owners take an interest in the men. They are liberal and public-spirited, and are doing a good deal for the jfiace, and we feel an interest in the concern which has been the making of St. Johnsbury.” VIRGINIA. 393 VIKGIMIA. [From report of Hon. TV. H. Ruffner, State-superintendent of public instruction.] FINANCIAL STATEMENT. Receipts. From State-funds . $424,154 30 From local taxation . 434, 111 08 From Peabody fund and private donations . 92, 153 67 Total receipts for school-purposes . 950, 419 05 Expenditures. For pay of teachers . 625, 900 82 For real estate, building, and repairs . 122, 965 14 For rent, fuel, lights, and other contingent expenses . 99, 417 49 For pay of superintendents . . . 45, 296 77 For pay of treasurers and assessors . 23,919 63 For pay of district-clerks . 13, 775 75 For furniture and school-apparatus . 12, 959 90 Expenses of central office . 6, 183 55 Total expenditnres for school-purposes . 950, 419 05 SCHOOL-POPULATION. Number of white persons, 5 to 21 years of age — males, 128,967 ; females, 124,444 . 253,411 Number of colored persons, 5 to 21 years of age — males, 87,399 ; females, 83,297... . 170,696 Total school-population of the State . 424, 107 ENROLLMENT AND ATTENDANCE. Number of white pupils enrolled — in cities, 7,354 ; in counties, 105,909 _ 113, 263 Number of colored pupils enrolled — in cities, 5,911] in counties, 41,685 - 47, 596 Total enrollment in public schools . 160, 859 Number of white children in average daily attendance — in cities, 4,430 ; in counties, 60,279 . 64, 709 Number of colored children in average daily attendance — in cities, 2,883; in counties, 23,583 . 26, 466 Total average attendance . 91,175 Percentage of white children enrolled . . . 44. 8 Percentage of coloi*ed children enrolled . 27. 7 Percentage of white children in average attendance . 35. 5 Percentage of colored children in average attendance . 15. 4 Percentage of average attendance on enrollment of white children . 57. 1 Percentage of average attendance on enrollment of colored children . 56. 6 TEACHERS AND THEIR PAY. Number of white male teachers — in cities, 33 ; in counties, 2,150 . 2, 183 Number of white female teachers — in cities, 156 ; in counties, 1,0.39 . 1, 195 Number of colored male teachers — in cities, 4 ; in counties, 247 . 2.5,1 Number of colored female teachers — in cities, 19 ; in counties, 109 . 128 Average monthly salary of male teachers— in cities, $80.86 ; in counties, $30.45 _ _ ............ _ ...... . . . - $52 Average monthly salary of female teachers — in cities, $45.52; in counties, $28.35 . . . . . . . . $32 394 EEPORT OF THE COMMISSIONER OF EDUCATION. SCIIOOL-PltOPERTY. Number of scbool-bouses in the State : log, 1,914 ; frame, 1,239 ; brick and stoue, 171 . . : . 3,414 Number of scbool-bouses owned by districts . ’ 764 Value of scbool-x)roperty owned by districts . . . $524, 638 SCHOOLS. Number of public schools for whites — in cities, 113 ; in counties, 2,674 . 2, 783 Number of xjublic schools for colored children — in cities, 66 ; in counties, 843 . ; 909 Total number of imblic schools in the State . 3, 697 Number of graded schools . 123 Average length of sessions of x)ublic schools in months— cities, 9.46 ; in counties, 4.96 . . . 7.22 SUPERINTENDENTS OF SCHOOLS. Number of county-superintendents . . 87 Average number of visits made to schools . 48 Average number of teachers examined . 43 Average number of official letters written . 212 Average number of miles traveled on official business . 808 Average number of days employed . . . . . 131 Average amount of incideiital expenses (defrayed by himself) . $77 &T: Average salary from the State . . 286 39 Average salary from State and county . 433 17 Number of city-superintendents . . . 6 Average number of visits made to schools . 527 Average number of teachers examined . 48 Average number of official letters written . . . . 183 Average number of days enijiloyed . 209 Average amount of incidental ex^ienses (defrayed by suj)erintendent)-... $42 15 Average salary from the State . 304 17 Average salary from the city . 856 33 COMPARATIVE STATEMENT. 1871. 1872. 1873. Whole number of public schools . . . . . . 3, 047 3, 695 3, 690 "Whole number of {^radefl schools. _ _ _ _ _ 107 TOlI Whole number of pupils enrolled . . . 131, 088 75, 722 3. 18 166, 377 160, 859 91, 175 37. 9 Number of pupils in average attendance . 95. 488 Percentage of school-population enrolled . . . . . 40. 5 Percentage of school-population in average attendance... . 18.8 23.2 21.5 Number of teachers in public schools . . . 3, 084 190 3, 8o3 504 3, 757 Number of school -houses owned by districts . . . . 764 Estimated value of public-school-property . . $211, 1G6 4. 66 $389, 380 5. 72 $524, 638 5. 22 Average number of months schools were in session.. t . Cost of tuition per month per pupil enrolled . . . $74 00 $29 86 $70 00 $75 GO Avera'^'e monthly salary of teachers _ _ ........ _ _ _ ......... _ $29 81 $32 00 EDUCATIONAL PROGRESS. In respect to the only falling-off worthy of notice in 1873, that of 5,518 in the num¬ ber enrolled, the superintendent explains that, “ ajiart from the occasional hinderances, such as bad w'eather and roads, contagious and epidemic diseases, xioverty, and such like — of all which there was unusual complaint — there are two very different sets of causes which might have been expected to affect the attendance without any loss of educational zeal. Improved teaching, regulations, and discixiline tend to reduce the schools to such pupils as attend with tolerable regularity and apply their minds to their studies, and this is the only class that need go to school. Sharply-graded city- organizations will lose such jiupils as cannot or will not keep step and s^iecial schools will be xirovided for those pupils who cannot bear the regular service. But there is another set of reasons which must be mentioned. Bad teaching and bad management constitute a far more common cause of decline in numbers. No intelligent x>arent will 1 VIRGINIA. 395 damage liis child by (continuing to send it to a teacher who has, on trial, been found to be incompetent. The favorable advance in public sentiment has continued, as is unequivocally shown by the testimonies of county-superintendents, while the platforms of both political parties and the political speeches made during the canvass would have placed the fact beyond a doubt if there had been no other evidence. The number of school-houses built during the year and the large increase in the aggregate value of 8chool-i)roperty evince the purpose of the people to build up the public-school-system solidly and perma¬ nently. The general financial condition is more satisfactory than it has ever been. The State-tax on property for school-purposes is as large as it ought to be at any time IXCREA0ED SALARY OF TEACHERS. It is gratifying to observe that the average monthly pay of teachers has increased by the amount of !j^2.14. In the long run the rate of pay w'ill determine the quality of the teaching. PAY OF COUNTY-SUPERINTENDENTS. The fact that one-third of the number of county-superintendents in the State have, during the last three years, resigned their office is mentioned as going to prove that the responsibility, work, and worry belonging to the office are out of proportion to the remuneration given ; and the fact that the w'ork done each year has borne about the same proportion to the pay illustrates a trait of human nature that men set a certain value on their services, and, no matter what amount of duty is attached to their posi¬ tions, they will not, in practice, do more than they think they are fairly paid for. CENSUS OF SCHOOL-POPULATION. Nothing in connection with the school-work has been so badly done as the taking of the school-census, and yet nothing more demands to be well done, since on this enu¬ meration is based the division of the school-money, both State and c()unty. The super¬ intendent regards it as very important to amend the law so that an accurate census may be obtained without further waste of money. Each census requires an expendi¬ ture of about $8,400, and although three efforts were made, under the direction of the superintendent, he was not able to obtain a satisfactory list. AID FROM THE PEABODY FUND. During the past year the State received from this source $31,450. The various appro¬ priations were useful far beyond their nominal value in stimulating local enterprise and liberality. The efiect of this system of suxiplemeutary donations has been striking, and suggests the adoption of the feature of extra appropriations on specified conditions as a x^art of the regular x)olicy of public-school-systems. The value of the Educa¬ tional Journal has been recognized by an annual contribution of $200 from this fund. Altliough the amount given to teachers’ institutes was small, the agent stands ready to aid liberally such institutes as are properly attended and are rendered valuable by the systematic teachings of trained instructors. Assurances are also given that as soon as the legislature makes provision for normal instruction still more liberal approp iations may be expected from the Peabody fund for that x)urpose. RICHMOND. [From report of Hou. J. H. Binford, city-superintendent.] School-statistics. — The practical working of the school-system has so commended it to the judgment of the people that each year witnesses a steady increase in the number of aj)plicants for admission to the schools. The scliool-accommodations are ample, and the school-houses and grounds are all in excellent condition. The number of seats furnished for white scholars is 3,126 ; for colored scholars, 1,813. The enrollment in the white schools is 2,751 and the average attendance 1,981. In the colored-schools the enrollment is 1,912 and the average attendance 1,273. Eight colored teachers are em¬ ployed. The examinations held at the close of the term were generally satisfactory. The total average of the white-schools was 75 per cent.; of the colored-schools, 70 x)er cent. The school-board proposes for the next session to open a high school. Study of German. — During the past session there were 621 scholars studying German, under the instruction of two teachers. The introduction of any new branch of study is always attended with more or less difficulty, and a positive opinion as to its utility or success cannot justly be formed during the first session. Saturday teachers^ meetings. — A feature in the Richmond system of schools regarded by the superintendent as the fountain of its excellence is the Saturday teachers’ meetings. These meetings were commenced by Superintendent Binford during his first year, (1871,) and they have been continue(l with great regularity for three years. For the first two years the labor of conducting the meetings was x^erformed almost exclu- 396 REPORT OF THE COMMISSIONER OF EDUCATION. sively by the superintendent, aided by occasional visitors, but in the third year he divided the work among his nine male principals, assigning to them, in pairs, special subjects of a purely practical character, such as methods of teaching the various branches. Besides his regular school-duties, each principal is expected to study care¬ fully the particular subject assigned to him, to make experiments, and, from time to time, to give to the corps of teachers the benefit of his work. The general order of exercises at these meetings, which are limited to two hours, is, after calling the roll, music; suspensions of pupils read, so that each teacher may know the name of every suspended scholar ; the superintendent gives the results of his observations made in visits during the week, with such commendations, criticisms, and suggestions as are called for ; half an hour is consumed in the study of phonetics, Calkins’s phonic chart being used as a guide, and in x^enmanship, the Spencerian system. The last hour is occu¬ pied by the discussion of special subjects assigned for the day ; practical difficulties pre¬ sented by teachers are considered and diiierences of opinion as to disciifiine or meth¬ ods of instruction jn'esented, and the opinion of the superintendent given thereon. PETERSBURG. Excellent teaching has been done in Petersburg from the beginning, and a fine edu¬ cational spirit and cordiality towards the public system have characterized the people. During the past year a great advance has been made towards perfect grading of the schools, systematizing the instruction of teachers and providing suitable accommoda¬ tions. The city-council appropriated ^40,000 in 8-per-cent, bonds for building-xmrposes, and two well-jfianned brick buildings, one for each race, of eight and twelve rooms, respectively, are now far advanced , which will be sufficient to accommodate all the children of the city in the grades below the high school, for which there is a separate building. There will be tliirteen grades in the system, including those of the high school. The school-board of the city introduced vocal music last year and emxfioyed an expert to teach^it. LYNCnBURG. The favorable state of school-affairs in this city has continued. The new buildings are elegant brick structures, well x)lanued and well furnished. The high school is under the best auspices, and has risen to a high position in public estimation. A good spirit pervades the corps of teachers, who are here, as in Petersburg, gathered once a month for normal instruction and exercise. The school-board in this city, as is the case gen¬ erally in city and country, is made up from the best class of citizens and has from the beginning been zealous and efficient. NORFOLK. Public schools having long been among the established institutions of this city, there have been but few incidental difficulties to contend with beyond the usual paucity of means. Heretofore the schools have not been graded ; but last July the authorities determined to avail themselves of the advantages of the graded organization. PORTSMOUTH. This city has long had public schools, and, but for financial difficulties, the cause would be in a highly satisfactory condition. The teaching and management have been excellent and the city-authorities show every favorable disposition. ALEXANDRIA. There has been a steady improvement in the teaching and gradation of the schools of this city and in the general management of school-affairs. Disadvantage has been suffered for want of suitable buildings, but the school-board is laboring to supply the want, with good prospect of success. STAUNTON. The public-school-interest in this city has always been in the best hands and has gradually been tending towards a first-rate system. By common consent, primary edu¬ cation was, upon the passage of the school-law, turned over to the public-school-offi¬ cers, except so far as it was carried on in connection with the admirable female-semi¬ naries of the city. The city-council, having its mind full of material improvements and large enterprises, did not at first quite axipreciate the claims of this new apifficant for assistance ; but, as is always the case among an intelligent people, its spirit gradually became more liberal, and measures were at length taken to provide the public schools with accommodations somewhat appropriate to their size, dignity, and usefulness. A separate superintendent has been apx)ointed for the city and a thorough graded organization determined on. ' improve:ment in teachers. There is a general testimo?.iy to the improvement in the qualifications of teachers, although nine-tenths of them are yet far below what they ought to be and must be- VIRGINIA. 397 come. In the larger cities and occasionally in tlie smaller places some really fine teach¬ ers may he found, but most frequently the spectacle 'of misrule and superficial teach¬ ing meets the eye ; and, what is worst of all, the teacher’s poor performance is often satisfactory to himself or herself, to the school-board, and to the community. A slow improvement is going on, even with the present means at command, but it is regarded as highly important for the board of education to have authority to use a portion of the school-funds for the systematic training of teachers. A large number of teachers’ in¬ stitutes were held during the year ; but, in default of the means of paying even the traveling-expenses of men qualified to give systematic instruction, the officers could, in most cases, hold only what might be called educational lyceums. SECONDARY INSTRUCTION. The 25 schools, academies, and seminaries, from which special information is re¬ ceived, report an aggregate of 98 instructors — 39 gentlemen and 59 ladies — and 1,318 pupils, 652 being young gentlemen and 666 young ladies. Of these, 712 were engaged in English Studies, 285 in classic, and 189 in modern languages ; 98 are i>reparing for college, and 25 graduated the previous year, of whom at least 10 entered col¬ lege. The various religious denominations have control of 11 of these schools, five being under Catholic influence and the remaining 14 unsectarian; 11 are for the ex¬ clusive education of boys, 7 for girls, and 7 for both boys and girls. PREPARATORY SCHOOLS. Four schools and academies devoted to the work of preparation for college report an aggregate of 146 in classic and 115 in scientific studies ; 48 in advanced classes, 29 in senior, 55 in junior, 60 in middle or third, and 42 in lowest or fourth classes. In one of these schools with 25 pupils in classic studies their classification is not given. All but one have libraries, ranging in extent from 300 to 1,500 volumes ; two have chemic laboratories, one has a philosophic cabinet and apparatus, and two have gym¬ nasia. SUPERIOR INSTRUCTION. “ The prosperity of our higher institutions during the past year,” the State-superin¬ tendent remarks, “ has exceeded that of any previous year in the history of the State ; and now we have the satisfaction of seeing Virginia leading, not only her southern sisters in the work of higher education, but leading the whole thirty-seven States of the Union.” In support of this statement a table is presented giving the comparative statistics of colleges in six States, five of wffiich have the largest numbers in the United States. Table of coraparaiive sio.tiMics of colleges. Number of students attending in 1872. \ State. In each State. From each State. In their own State. From other States. In other States. In proportion to the white ijopulation. In proportion to the whole population. Connecticut . 887 332 244 643 88 1 to 1, 529 1 to 1, 630 Massachusetts . 1, 186 902 656 530 246 1 to 1, 588 1 to 1,615 New York . 2,213 2,442 1,668 515 774 1 to 1,773 1 to 1,790 Ohio . 1, 6.39 1,710 1,301 338 409 1 to 1.521 1 to 1, 557 Pennsylvania . 1,622 1,669 1, 145 427 474 1 to 2; 011 1 to 2, 110 Virginia . 1,813 986 921 857 65 1 to 722 1 to 1, 233 The above figures are taken from a circular, issued in 1872, by the United States Commissioner of Education, except those for Virginia, which were gathered from orig¬ inal sources. The superintendent continues : “ Scotland was the first country in modern times to establish universal education, and has to-day probably the best-educated population in the world. It is said that her college-attendance is one to every 1,000 of her population. Germany comes next in the educational list, and she has at college one to 2,500, while England, heretofore without universal education, but with upper schools of the first order, has only one college-student to 5,800 of her population. It is worthy of note that, when the white population alone is considered, Virginia has a larger proportion of her sons in supe- 398 REPORT OF THE COMMISSIONER OF EDUCATION. rior institutions, probably, than any State or country in the world. And even when the entire negro population is included in the estimate, she is the hrst on this conti¬ nent, and second only to Scotland among all nations.’^ EDUCATION OE WOMEN. In respect to the facilities afforded by the State to women for the acquirement of a superior education the facts are not so creditable. Tiie superintendent says : “Although Virginia has made large contributions to higher education from her treasury and although she accumulated during a period of nearly sixty years a literary fund 'which at one time exceeded I^.OOO.OOO, yet from no source, so far as I know, has the State ever given anything to advance the education of her daughters. Nor has private liberality taken that direction to any considerable extent. The religious denominations have raised small amounts for this purpose, but the means furnished have, in nearly all cases, been exhausted in the erection of imperfect buildings, leaving notiiiug for en¬ dowment or literary apparatus.’’ Private and denominational enterprise has done wonders with small means, and, perhaps, the best female-schools in the southern coun¬ try are to be found in Virginia, but they are compelled to labor under serious disad¬ vantages. Some compensation, however, will yet be made to the sex by the State in the establishment of normal schools which will be attended in large proportion by young women. UNIVERSITY OF VIRGINIA. In this institution there is no curriculum. All studies are elective. At the same time the courses of academic study are so arranged as to provide for the systematic prosecution of a complete plan of general education. While every student may select the schools he will attend, he is required in the academic department to attend at least three. The university includes four departments : literary and scientific, agricultural, medical, and law. Eleven scholarships, awarded at a competitive examination, will be open to candidates from all the States at the beginning of the academic year, October 1, 1873. Free tuition is given in the university to one student from each senatorial dis¬ trict of the State. In return for this aid these beneficiaries are required to sign an engagement to teach in some school in Virginia for two j^ears after leaving the univer- . sity. The alumni of the university have undertaken to raise $500,000 for the endowment- fund, and are making good progress in the work. The library of the university, now amounting to 35,000 volumes, was originally selected and arranged by Thomas Jefferson. The university proposes to throw open forty farmers’ scholarships in the agricultural department in addition to the fifty now existing by State-law. These will be tenable for two years, and vfill afford free tuition in natural history ; in agriculture ; in general, industrial, and agricultural chemistry; in natural philosophy ; in mineralogy and geol¬ ogy; in mathematics, history, and English literature. They will be given only to such students as may declare their intention to practice agriculture as a profession and present evidence of their being at least 17 years of age, of irreproachable moral char¬ acter, and of capacity to profit by the instruction to be received at the university. From President Venable’s description: of the system on which this university is founded, it appears that certain questions, both of instruction and of discipline, on Avhich our more progressive northern universities are still doubting or only timidly experimenting, have here long since been solved. These are the elective system of studies; instruction by lectures, as well as through recitations ; the bestowincnt of de¬ grees only after rigorous examinations; the abolition of the inquisitorial and police- system of government, and the recognition of religious freedom as a right belonging even to university-students. Tbe results of this svstem of religious freedom are said to be that the students contribute with commendable liberality to the support of the chaplain and that remarkably earnest, Christian activity has existed among them for years. The system of discipline the president believes to be one of the best features of the university. No method of surveillance is employed; the students are governed as little as possible and their statements in all transactions with the authorities are received as on honor. “ The effects of this system,” it is stated, “ in imbuing the body of the students with the spirit of truth and candor, in giving them the proper scorn for a lie, and in promoting a frank and manly intercourse between the students and professors, cannot be too highly estimated. A student, who is known to have been guilty of a violation of his examination-pledge, or any other falsehood, in his dealings with the authorities, things of rare occurrence, is not permitted by his fellows to re¬ main ill the institution.” WASHINGTON AND LEE UNIVERSITY. This university includes five departments : academic, agricultural, law, civil and min¬ ing engineering, and a business-college. The course of study is arranged in distinct elective schools. Prize-scholarships are offered to high schools and academies, the sue- VIRGINIA. 399 cessful caucliclates receiving their first year’s tuition free. The faculty is authorized to appoint to scholarships a number of young men intending to make practical print¬ ing and journalism their business iu life. A summer-school is organized during the vacations to enable students to make ui) Pjiecial deficiencies or to enter advanced classes at the beginning of the next session, and is also designed to ofi'er facilities to teachers who may wish to devote their vacation to study. COLLEGE OF WILLIAM AND MARY. This is, next to Harvard, the oldest college on the continent. At the beginning of the Revolution it was the richest college in America, but by that war the greater part of the endowment-fund was lost. In 1705 the college-buildings were burned for the first time. In 1859 they were again burned, and rebuilt the following year. They were destroyed by fire for the third time in 1862. The college is well supplied with chemic and philosophic apparatus, and its library is one of the most valuable in the State. The faculty recently appointed is actively engaged in laboring for the success of the college. RICHMOND COLLEGE. The year 1873 was the fiftieth of the existence of the General Association of the Bap¬ tists of Virginia. In connection with the celebration of this anniversary it seemed to them expedient to build up some monumeut of the half century past which should carry forward educational advantages to ages iu the future. Richmond College, which had been crippled by the war, was selected as the special object of benefactions to be made for this jiurpose, and with brave hearts the ministers and members of the church throughout the State devoted themselves to the accomplishment of the design. At the memorial celebration in May, 1873, they were enabled to report subscriptions to the amount of $200,000 from Virginia alone. This sura was raised during the meetings at that time to $240,000. An additional sum of |20,000 had been contributed by friends in other States, and the remaining $40,000 it was agreed should be raised at once in the a.ssociatious of the church in Virginia, thus making $300,000 for the endowment and build¬ ing of the college. Out of this fund provision has been made for the erection of one of the finest college-buildings in the country, with a towered center, deep, flanking wings, and a cloistered porch surrounding all. The old college, renewed and ornamented, is made one of the wings of the new structure. The center had risen to its foil height iu J nly, 1873. The whole, when completed, will do honor to the college-architecture of the time, and probably become a model for such constructions at the South. The college is composed of eight independent academic schools and a school of law. The course of study is elective, but each student is required to attend at least three schools. course of biblical lectures is open to all the students free of charge. ROANOKE COLLEGE. The college embraces three departments : preparatory, collegiate, and normal. A se¬ lect course is provided for students not wishing to pursue the college-course and efforts are made to afford them a good business-education. Experience has convinced the faculty that the regular course of study has superior advantages over any partial or select course, and they advise that students be entered in a regular college-class, even when they do not expect to graduate. ROANOKE FEMALE COLLEGE. The course of study embraces the following departments : preparatory, collegiate, music, and drawing. SOUTHERN FEMALE COLLEGE. The departments of study are preparatory and collegiate. Special facilities are of¬ fered for the study of the modern languages and music. RANDOLPH MACON COLLEGE. This college had in 1872 an attendance of 234 students, repre.senting, in addition to Virginia, eleven States and the Cherokee Nation. Three hundred students were ex¬ pected at the opening of the fall-session, 1873. COLLEGES FOR W'OMEN. Ten institutions claiming to belong to this class report partial statistics for the year 1873, giving au aggregate of 694 students, 220 of wffomarein preparatory deparMuents, the remainder presumably in collegiate, although not so designated. The iMartha "W ashingtou College, at Abingdon, is the only one reporting a collegiate classilication of pupils, and has iu its preparatory department 26; in the freshmaii-ycar, 16; sopho¬ more, 12 ; junior, 5; and iu the special course, 55. The oidy statistics of attendance given by the Wesleyan Female Iu.stitutc, at Staunton, is 135, iu a preparatory depart- 400 REPORT OF THE COMMISSIONER OF EDUCATION. uieiit, no indication of the existence of a collegiate course being given. There are 94 professors and instructors, 43 gentlemen and 51 ladies. Music is taught in all these in¬ stitutions, drawing and painting in all but one, French and German in all, with the addition of Italian in two and of Spanish in three. Chemic laboratories and philo¬ sophic cabinets are reported in 7, astronomic observatories and art-galleries in 3, and gymnasia or calisthenia in 4. Five have libraries, the largest numbering 1,250 volumes, the smallest, 300. Statistical summary of universities and colleges. Number of students. Corporate property, &c. 03 Names of universities and colleges. College of William and Mary. .. Emory and Henry College . Hampden Sidney College . Randolph Macoii College . Richmond College . Roanoke College . University of Virginia . Washington and Lee University. 5 7 5 12 7 10 15 20 ... 48 0 180 0 .... 0 ..., . . . 55 20 104 85 234 178 111 $50, 000 ’'6o,’o66 $60, 000 130, 000 75, 000 40, 000 100, 000 40, COO $75, 000 0 85, 000 25, 000 200, 000 $60, 000 $4, 200 $1, 000 82, 000 25, 000 100, 000 5, 000 1,800 8, 000 20, COO 10, 000 12, 000 198 150, COO 200, 000 200, 000 14, 000 6,000 4, 580 6, 600 10, 000 6, 000 8, 000 40,- 000 10, 000 * Several partially endowed. LAW-DEPARTMENT OP THE UNIVERSITY OF VIRGINIA. This department comprises two schools, each of which is divided into two classes. A moot-court, in connection with other instruction, tends to perfect the student in the de¬ tails of practice. The degree of bachelor of laws is conferred upon those who in a written examination manifest an intimate acquaintance with the subjects taught in all the classes. MEDICAL DEPARTMENT OF THE UNIVERSITY OF VIRGINIA. A feature in the course of instruction is the space given to comparative anatomy and comparative physiology. Pharmacy has been introduced into the course of instruction. The equipment of the medical department in apparatus, specimens, and drawings is ex¬ tensive and excellent. The collection of paintings for the illustration of the lectures on anatomy, physiology, and surgefy, several hundred in number, is unequaled by any¬ thing of the kind in the United States or perhaps abroad. VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE. This institution was opened October 1, 1872, and during the year 132 students were enrolled, of whom 127 were present at one time. The number of free scholarships is 132. There are eight officers, including the librarian and farm-manager, of whom five are professors. The mauual-labor-system has been adopted, and a detail of students is worked every day. Instruction in military tactics is given daily, including much of guard-duty. This course is thought to be of much value, besides the preparation given for possible future duty as soldiers, in their improvement in neatness and the gain of a soldierly and graceful figure, manner, and carriage, in place of the awkward appearance which is apt to be caused by rustic training or hard labor. The depart¬ ments of instruction are those of English language and literature, Latin, Greek, math¬ ematics, natural sciences — including agriculture and mechanics — and both technic and moral philosophy. Out of the 300,000 acres of the congressional land-grant, sold at 95 cents per acre, two-thirds of the proceeds have been given to the college by act of the general assem¬ bly. Exclusive of this, there have been received $35,000 for a college-building and lot. The estimated value of all the property of the institution is a,bout $225,000 ; that of the domestic animals upon it, $25,000 ; farming-implements, $15,000. A considerable outlay has been made in remodeling and repairing buildings and in fitting them with scientific apparatus, as well as in fencing and ditching. The college has rapidly filled up ; the best students in its schools find the curriculum not above their stage of prep¬ aration, the expenses not above their means, and an education practical enough to promise them remunerative employment from the day they graduate. The college is, however, laboring under an embarrassment which not only cramps its jiresent move- VIRGINIA. 401 ments, but absolutely forbids growth mucb beyond its x>re8ent dimensions, its only school-building being crowded and thoroughly unsuited to its present purpose ; and as the conditions of the congressional grant strictly prohibit any of its proceeds to be used for building or even for repairs, it is hoped that the legislature will, in its next session, appropriate, at least for three years, the sum given to the other State-institu¬ tions of learning. Manual labor for about two hours per week is required of the students on the col¬ lege-farm. Any labor beyond this on farm or buildings is paid for at stipulated rates, and such labor has now become so popular that even the surrounding farmers seek for it. Labor at the rate of about 10 cents per hour is thus secured. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. This institution, which receives one-third of the income of Virginia funds derived from the congressional land-grant for the benefit of agriculture and the mechanic arts, and founded upon the same theory as is the State Agricultural College, is devoted exclusively to the education of the colored population. While the main object of the institution at present is to qualify the colored people as teachers of their own race, agricultural and industrial departments hav^e been intro¬ duced, affording facilities for instruction in agriculture, printing, and various mechan¬ ic employments, as well as in everything relating to the domestic management of a household. It is expected, by building up here a system that shall embrace a number of light manufactures and the most profitable kind of agriculture, to supply teachers experienced in good agricultural and mechanic methods and trained to regard labor as honorable. The school is at present much straitened for room, some thirty of its students having spent last winter (1H73) in tents. A large building is going up, which will cost about $75,000. There is still a large sum needed for its completion, although some $10,000 were raised by concerts given by the Hampton Singers, who hope to earn $20,000 during the following year in the same way and for the same purpose, and as the management of the institution has been so eminently happy as to secure alike the hearty approbation of former slave-holders and their liberated slaves, of the State- superintendent of Virginia, and of the northern friends of free education at the South, there can be little doubt of their success. BUSINESS-COLLEGES. One only of these schools appears in Virginia at Richmond, and reports one teacher, with 62 pupils. Statistical summary of schools for iirofessional instruction. CO .5* Number of students. Corporate property, &c. a OQ 03 Names of schools for profes¬ sional instruction. I Corps of instruction, 1 o «2h o B, o ns a Preparatory. Scientific. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Number of volumi library. SCHOOLS OF THEOLOGY. Richmond Institute . 4 0 75 $40, 000 |7, 000 1,200 St. John’s Theological Sem¬ inary . 2 4 Theological Seminary of the Protes’t Episcopal Church.. Theological Seminary of the General Synod of the Evan¬ gelical Lutheran Church of North America . 6 2 141 '$120, 000 1,200 300, 000 125, 000 120, 000 $8, 000 $7, OOO 6, 000 3 11 500 8, 300 Union Theological Seminary . SCHOOLS OF LAW. 4 *4 60 70, 000 200, 000 12, 000 0 Law-department of Rich¬ mond College . 2 15 * 1, 000 0 Law-department of the Uni- sity of Virginia . 2 84 Law-department of Washing¬ ton and Lee University t. . . . SCHOOLS OF MEDICINE. 2 17 Medical College of Virginia. . . Medical department of the University of Virginia . 15 44 50, 000 3, 000 800 5 58 * Property not separate from that of the college, t No separate organization. 2G E 402 REPORT OF THE COMMISSIONER OF EDUCATION. Statisiical summary of schools for ^jrofesslonal instruction — Continued. Names of schools for profes- sioual instruction. Corps of instruction. 'pQ o > 'o A > c 'C Number of students. Corporate property, &c. 1 Number of volumes in | library. | o 2 Scientific. Amount of i)roper- ty of corporation. Value of grounds and buildings. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all oth¬ er sources. SCHOOLS OF SCIENCE, Hampton Normal and Agri¬ cultural Institute /. . Virginia Agricultural and Me¬ chanical College . 24 6 20 180 157 $120, 000 $100, 000 $40, 000 225, COO 0 $40, OCO $2, 500 1 1 $65, 500 i 1,190 New Market Polytechnic In¬ stitute . 2, 000 *1, 800 Sc entific department of the University of Virginia . 1 317 46 260 . ! Scientific department of Wash¬ ington and Lee University.. Virginia Military Institute .... 19 1 300, 000 1 15, 000 50, OCO 2, 500 22,000 3, 000 * Apparatus. t Annual appropriation by the State, YIKGINIA INSTITUTION TOR THE DEAF AND DUMB AND THE BLIND., For the year ended September 30, 1872, the whole number of pupils in this institu¬ tion was i25, the deaf mutes being 89, the blind 36. Of this number, 1 deaf mute died, and at the close of the session 14 (11 deaf mutes and 3 blind) were discharged, reducing the pupils to 110. Seventeen new pupils were admitted in the fall of 1872, and, allowing for all changes, it was supposed that 127 would be about the full number for 1872-73. General good health, beyond the one case of typhoid fe¬ ver resulting in death, is noted, with good progress in the various branches of study pursued and a manifest improvement in moral tone. It is urged that, from the diffi¬ culties of instructing deaf-mute-classes sufficiently in four years, the course should be reorganized and made to cover seven years. The German method of articulation and lip-reading, too, it is desired, should find more notice than it has had in the past, the number of semi-mutes that may avail themselves of it having increased ; but the opinion is expressed that, if adopted, it must be made exclusive of the sign-method for the ones engaged in it. The success of the industrial department, in imparting a knowledge of several useful trades and occupations and securing remunerative results from the engagement in them, is spoken of in most encouraging terms, and a detached building, for hospital-imrposes, is presented as among the things for which a need may at any time arrive. EDUCATIONAL ASSOCIATION. The eighth annual meeting of the State Educational Association was held at Alex¬ andria, July, 1873, ill which the teachers and other educational men of the State were well represented, the city-corps of instructors being also out in full force. The meeting was called to order by Prof. Ed. S. Joynes, of Washington and Lee University, and the address of welcome was delivered by Rev. H. R. McKim, who spoke earnestly upon the importance of education, placing it next to religion. The president of the association, in his opening address, said that “never before, in proportion to the means of the people, have the schools of the State been more active or more successful, and never, in view of the condition of the country, has a larger num¬ ber of young men from other States been present in our universities and colleges ; while the newspapers of Virginia, by the prominence which they have given to the commencements of our universities, colleges, and schools, have given both ample and generous evidence of the unequaled interest with which education is regarded by the press, the public men, and the people of Virginia. It seems to be conceded that Vir¬ ginia, once the mother of States and of statesmen for the whole country, is now to be the mother of schools and scholars for the South, and many of our sister-States unite in looking to her for the highest education of their sons.” The president referred feelingly to the serious loss sustained by the association dur¬ ing the past year in the deaths of Commodore Matthew F. Maury and of Dr. William VIRGINIA. 403 H. McGuffey, both of whom were not only mciiibcrs of the association, but earnest and active workers in the cause of education. The committee appointed to report a tliree-years course in history for schools re¬ ported, through Mr. Blackford, chairman, recommending a course in sacred, ancient, and modern history. Questions being raised as to the order in which history should be studied and as to the value of historical novels and play.s. Prof. Joynes, of Washington and Lee University, said that, as respects order, we must distinguish between the ele¬ mentary stage of study, the stage of information, and the more advanced one, the stage of culture^ In the former, we should begin with the history of our own country and i)ass to other facts of modern history as matter of useful information. In the latter, there should be a beginning with ancient and a coming down to modern history, in philo¬ sophic and consecutive arrangement. Abridgments and compilations for the ele¬ mentary stage, full histories for the more advanced one, were recommended. As to the use of fiction, it was useless to say that children should not read it. They crave its glowing pictures, and will have them. We must only try to regulate this imaginative instinct, direct it into x)roper channels, and make it aid in brightening and freshening all history. The rex^ort of Prof. John Hart, chairman of the committee to report on the propriety of mathematics as a study for girls, was read by Prof. Blair. A resolution was introduced by Mr. Pendleton, and referred, inviting ladies engaged in teaching to become members of the association. The x^roxiosition was discussed, sometimes earnestly, sometimes facetiously, committed and recommitted, amended and substituted, some votes seeming to indicate a large majority in its favor, others an ecjually strong ox)position. Finally, without directly deciding the question, it was re¬ solved to invite the female teachers in Virginia schools to attend as visitors and to ask the railroads and steamboats to extend to them the privileges usually granted to members. A telegram was read from Hon. B. G. Northrop, superintendent of education of Con¬ necticut, who had been invited to be x>reseut, as follows : “ Detained by sickness. Connecticut sends cordial greeting. Success to your meeting.’^ A vote of thanks was returned for the kind exxnessions. The next day the report of the committee on the nomination of officers was taken ux> and an election gone into, which resulted in the choice of B. L. Gildersleeve, of the University of Virginia, as president ; of H. H. Harris as corresx^ouding secretary, and of John T. McGuire, jr., as treasurer. Colonel R. E. Withers, from the committee on the Educational Journal, rex^orted that, though much more ably edited than formerly, the Journal was not yet quite self- sustaining. The report of the committee on the study of languages was received and laid on the table. That of Prof. English, from the committee on the best method of teaching young pupils spelling, reading, and the elements of grammar, drew forth remarks from Messrs. Little, Webster, Petty, Blackford, Taylor, and Smith. Mr. Binford, in the course of the discussion, made an interesting and most satisfactory statement on the instruction of beginners in English by the object-method, as pursued in the Richmond schools. He was heard with great interest, the importance of the subject in hand and the ability with which it was discussed by him combining to secure a fixed attention. General Eaton, United States Commissioner of Education, being invited to address the meeting, spoke of the x^leasure with which he had listened to the main discussion of the morning, and in particular to the remarks of Mr. Binford. He had never heard a better exposition of the subject, and congratulated the speaker on his success in pre¬ senting it and the association on having such a presentation. On the third day the report on the study of languages was discussed at length. Another, on “the sequence of linguistic studies” followed, when Prof. Joynes stood ux) stoutly for classic culture as indispensable to thorough education, but thought that some elementary study of modern languages should precede. Mr. R. J. Ambler x>i'tJ- ferred to begin with Latin. Prof. C. L. Cocke was afraid of making the early stages of learning too difficult, but had no objection to beginning any study early, if only it was made attractive ; otherwise there was danger. After some other business the association adjourned, to meet in Norfolk on the second Tuesday in July, 1874. OBITUARIES. The following prominent educators in the Old Dominion have deceased since our last report : COMMODORE MATTHEW FONTAINE MAURY, LL. D. This distinguished scientist died at his home, at the Virginia Military Institute, on Saturday, February 1, 1873, at 12 o’clock m. Born in Spottsylvania County, Virginia, on the 14th of January, 1806, but removing, not long after, to Tennessee, he had the advantages of an “old -field” school, and for several years attended Harpeth Academy, then under charge of Rev., afterward 404 EEPOILT OF THE COMMISSIONER OF EDUCATION. Bishop, James Otey. He had improved his time and had made very respectable at- taiuments, when, in 1825, be obtained a midshipman’s warrant and entered the United States Navy. There was then no Naval Academy, and he entered at once on the active duties of his chosen profession, making his hrst cruise to the coast of England. His opportunities for study were l>y no means favorable, and yet it required no pro¬ phetic ken to predict that the young ‘Ouiddy” who chalked diagrams on cannon-balls in the quarter-deck-shot-racks, to enable him to master problems while pacing his watch, and left the sports of rolicksome comrades to study Spanish, in order that he might have the use of his only accessible text-book on navigation, would one day win his way to high places. In 1831 he became master to the sloop-of-war Falmouth, and on a voyage to Rio Janeiro first conceived the idea of his afterward celebrated Wind and Current Charts. He wrote, about this time, several scientific articles that elicited great attention and high commendation and in 1834 published his work on navigation. It was considered a bold step in one so young and who had only attained to the rank of passed midshipman, and some of h;s superiors were inclined to ridicule it; but it received the highest commendations in England, and, in time, by its solid merit, worked itself into the jdace of standard text-books in the United States Navy. In 1837 he was jworaoted to lieutenant, and, not long after, by the breaking of his right leg, w'as rendered a cripple for life and laid aside from active service cn ship¬ board. He soon after published, over the nom de plume of Harry Bluff, a series of articles exposing the abuses in the Navj^ and suggesting a number of important reforms, which Avere afterward adopted, such as the establishment of the bureau-system, the Naval Academy, dec. He was active in founding the navy yard at Memphis and the orig¬ inator of many most important schemes for the good of the service. In 1842 he was ap¬ pointed superintendent of the depot for charts and instruments at Washington, which, under his able management, gradually grew into the famous National Observatory. The conference at Brussels in 1853, the establishment of the meteorologic depart¬ ment of the British board of trade, his world-famous Wind and Current Charts and Sailing Directions, and his great work on the Physical Geography of the Sea (which the renowned Humboldt declared made him the founder of a new and import¬ ant science) were some of the fruits of his genius and patient inA^estigation. His name noW became famous throughout the world, and the crowned heads of Eu-' rope recognized the value of his services by bestowing Auirious orders of knighthood and other honors. As early as 1848 IM’aury began his efforts to test his theory of the character of the bed of the ocean. In this he had the able assistance of Lieutenant John M. Brooke, (now professor in the Virginia Military Institute,) who invented the celebrated appa¬ ratus for deep-sea-soundings, which, under the skillful manipulation of Lieutenant Berryman, fully verified Maury’s theory of the ‘‘ telegraphic plateau” and led to the successful laying of the Atlantic cable and to other most important facts concerning the physics of the sea. Mr. Maury had now reached a high pinnacle of honor and was elected a member of the most famous scientific associations in different countries. The University of Cam¬ bridge, England, invested him wdth its degree of LL. D. and seAmral of the German universities conferred similar honors on him. His unbounded influence enabled him to manage the affairs of the Observatory so as to raise it to the first rank, and he was making satisfactory^ progress in his great work on astronomy when the Avar between the States burst upon the country. At the breaking out of the rebellion Mr. Maury resigned his position under the Government', tendered his servuces to his natiAm Virginia, went with her into the confederacy, and served that confederacy through the Avar. That ended, he refused some tempting offers from foreign potentates, as well as one from the State of Alabama, became professor of physics in the Virginia Military Institute, and devoted himself to his Avork on the Physical Survey of the State, uniting with this the preparation of a series of popular geographies. Amiable, sociable, with fine powers of conversation, and of unimpeachable charac¬ ter, he was the favorite of every circle in which he moved, while as an affectionate hus¬ band, a devoted father, a genial companion of his children, he was the idol of a lov¬ ing household in his home. A consistent Christian, devmted to his church, but charita¬ ble to all, he walked the path of duty, and was ready when his summons came. Ill for several months, he was entirely conscious of his approaching dissolution, arranged all his temporal affairs, summoned to his side the absent members of his family, and calmly awaited the issue. When his last moments came, he asked his son, “ Do I seem to drag my anchors?” and seemed gratified at the answer, “ They are sure and steadfast.” When he Avas supposed to be unconscious he Avas asked to give some sign if all was well, and he re¬ plied Avith firm emphasis, “ All is well. All is well.” Thus, with religious trust in God and happy hope of a future immortality, passed from the labors of earth to the rest of heaven, one that, perhaps, stood next only to Agassiz among the scientists of the United States. VIRGINIA. 405 DK. WILLIAM H. m’GUFFEY. Dr. William II. McGuficy, the distingui-sbed scholar, teacher, and author, died at his home in Charlottesville, Virginia, May 4, 1873, aged 73 years. His boyhood was spent on a backwoods-form in preparation for college, walking several miles to recite to a min¬ isterial friend and supportiughimself by teaching. He graduated at Washington Col¬ lege, Pennsylvania, in 1825, and was immediately appointed a professor of the ancient languages in Miami University, Ohio, and in 1832 was transferred to the chair of moral philosophy. He was president of the Cincinnati College from 1806 to 1839 and of the Ohio University from 1839 to 1845. when he accepted the chair of moral phil¬ osophy and political economy in the University of Virginia, which he filled until his death. Dr. McGuffey is most widelj^- known as the author of the Eclectic Series of Readers, whose exteusive use and long popularity are unparalleled in the history of school-books. For years the annual sales of McGuffey’s Readers have averaged more than a million dollars. Ho had a wmrk on mental and moral philosophy under revis¬ ion when he was stricken down with the disease which proved fatal. His death is widely lamented. LIST OF SCHOOL-OFFICIALS IN VIRGINIA. Hon. William H. Ruffner, State-superintendent of public instructioti, Bichnond. COUNTY- AND CITY-SUPERINTENDENTS. County or city. Name. Post-office. Accomack . Albemarle . Alexandria County and City.. .. •Alleghany and Craig . Amelia . Aml'-erst . Appomattox . Augusta . Bath and Highland . Bedford . Bland . Botetourt . Brunswick . Buchanan . . Buckingham . Campbell . Caroline . Carroll . Charles City and New Kent . Charlotte . Chesterfield . City of Staunton . . Clarke . Culpeper . Cumberland . Dinwiddle . Elizabeth City and Warwick . . . Essex . . Fairfax . Fauquier . Floyd . Fluvanna . Franklin . Frederick . Giles . Gloucester . Goochland . Grayson . Greene and Madison . Greenville and Sussex . Halifax . Hanover . Henrico . Henry . Isle of Wight . James City and York . King and Queen and Middlesex . King George . King William . Lancaster and Northumberland. Lee . Loudoun . Louisa . Lunenburg . Lynchburg . James C. Weaver . D. P. Powers . Richard L. Came . Paris V. Jones . Dr. M. F. T. Evans . C. B. Christian . Chapman H. Chilton . Dr. Robert S. Hamilton.. J. Kenney Campbell . Sidney L. Dunton . Rev. William Hicks . Rev. G. Gray . B. B. Wilkes . Jacob Baldwin . William Merry Perkins . . Dr. R. T. Lemmon _ _ _ _ Thomas R. Dew . D. B. Brown . Dr. Samuel P. Christian .. William W. Read . B. A. Hancock . John H. Ladd . Capt. William N. Nelson.. Dr. Robert E. Utterback.. Dr. Richard P. Walton ... Roger P. Atkinson . George M. Peek . Dr. Henry Gresham . D. McC. Chichister . William A. Cave . Dr. C. M. Stigleman . Dr. P. J. Winn . W. A. Griffith . W. H. Gold . James B. Peck . Rev. William E. Wiatt. .. Dr. 0. W. Kean . Fielding R. Cornett . Rev. William A. Hill . Capt. W. H. Briggs . Henry E. Coleman . J. B. Brown . Daniel E. Gardner . G. T. Griggs . Col. E. M. Morrison . Col. James H. Allen . Dr. J. Mason Evans . William E. Baker . Dr. John Lewis . General Meriwether Lewis William A. Orr . . John W. Wildman . Rev. L. J. Haley . Robert M. Williams . A. F. Biggers . Onancock. Scottsville. Alexandria. Paineville. Spout Spring. Staunton. Spruce Hill, Highland County. Liberty. Bland Court-House. Fincastle. Charlie Hope. Grundy. Buckingham Court-House. Castle Craig. Rappahannock Academy. Hillsville. Providence Forge, New Kent County. Charlotte Court-House. Black Heath. Millwood. Jeffersouton. Cartersville. Dinwiddle Court-House. Hampton, Elizabeth City County. Tappahannock. Fairfax Court-House. Salem, Fauquier County. Floyd Court-House. Fork Union. Gogginsville. Winchester. Pearisburg. Gloucester Court-House. North Side. Elk Creek. Rapidan Station, Culpeper County Hit ksford, Greenville County. South Boston Depot. Negro Foot. Martinsville. Smithfield. Burnt Ordinary. Church View, Middlesex County. Shiloh. King William Court-House. Heathsville, Northumberland County. Leesburg. Mercerville. Lunenburg Court-House. Lynchburg. 406 EEPORT OF THE COMMISSIONER OF EDUCATION. List of school-officials in Virginia — Continued. City or county. Name. Post-office. Matthews . Mecklenburg . . . Montgomery . Nansemond . Nelson . N^orfolk County . . . Norfolk City . Northampton . Nottoway . Orange . Page . Patrick . Petersburg . Pittsylvania . Portsmouth . Powhatan . Prince Edward . Prince George and Surry . Princess Anne . Prince William . Pulaski . Rappahannock . Richmond and Westmoreland. . . Richmond City . Roanoke . Rockbridge . Rockingham . Russell . Scott . Shenandoah . Smyth . Southampton . Spottsylvania-. . Stafford . Tazewell . Warren . Washington . Wise . Wythe . Thomas B. Lane . Rev. Edward L. Baptist.. George G. Junkin . R. L. Brewer . Patrick H. Cabell . John T. West . W. W. Lamb . Dr. John S. Parker . Rev. Thomas W. Sydnor. Jaq. P. Taliaferro . B. J. Armstrong . N. H. Scales, (acting) . Sidney H. Owens . Rev. George W. Dame. . . James F. Crocker . Dr. P. S. Dance . Rev. B. M. Smith, D. D . . W. H. Harrison . Edgar B. Macon . Major W. W. Thornton . W. W. Wyson . Henry Turner . Col. Thomas E. Brown. .. Janies H. Binford . Maj. W. W. Ballard . Prof. J. L. Campbell . Rev. Joseph S. Loose _ E. D. Miller . George H. Kendrick . John H.Grabill . D. C Miller . Dr. James F. Bryant . John Ilowison . Capt. R. L. Cooper . Rev. Jonathan Lyons - M. P. Marshall... . Rev. A. L. Hogshead . William Wolfe . Rev. James D. Thomas .. Boydton. Christiansburg. Churchlnnd, Norfolk County. Variety Mills. Lake Drummond. Norfolk. Eastville. Blacks and Whites. Orange Court-House. Patrick Court-House. Petersburg. Danville. Portsmouth. Powhatan Court-House. Hampden Sidney College. Prince George Court-House. Jjondon Bridge. Brentsville. Woodville. Oldham’s Cross-Roads, Westmoreland County. Richmond. Salem. Lexington. Harrisonburg. New Garden. Point Truth. Woodstock. Marion. Franklin Depot. Fredericksburg. Stafford Store. Tazewell Court-House. Front Royal. Osceola. Big Stone Gap. Wytheville. WEST VIRGINIA. 407 WEST VIRGINIA. fFrom report of Hon. W. K. Pendleton, State-superintendent of public instruction, for the year ended August 31, 1872.*J STATE-SCHOOL-FUND. Amount of State-fund invested . . $256, 300 00 Balance in treasury uninvested August 31, 1872 . 28, 417 12 Total amount of permanent fund . 284, 717 12 FINANCIAL STATEMENT. Receipts. Received from State-school-fund . . . 134, 666 58 Received from township-levies . . . 366,120 57 Received from other sources . 50, 605 46 Total receipts for year ended August 31, 1872 . 551, 392 61 Decrease from last year . 80, 676 83 Expenditures. Amount expended for teachers’ salaries . 376, 982 91 Amount paid secretaries of boards of education. . 6,758 21 Amount paid for apparatus . 1, 901 29 Amount paid for contingent expenses . . 26, 302 77 Amount paid for sites, buildings, rent, furniture, &c . . 124, 791 42 Total expenditures for year ended August 31, 1872 . 536, 736 60 Decrease from last year . 40, 982 12 ATTENDANCE. Number of children between the ages of 6 and 21 . 170, 035 Number enrolled in school — males, 46,745 ; females, 39,020 . . . 85, 765 Average attendance — males, 30,661 ; females, 25,656 . 56, 317 Average age of pupils, years . 11. 55 Amount expended per pupil on enrollment . $6 24 Amount expended per child on enumeration . . . $2 21 TEACHERS. Number of teachers employed — males, 2,095; females, 550 . 2, 645 Number of months taught — by males, 7,974.92; by females, 2,827.62 . 10, 802. 54 Average number of months taught . . 4.09 Average monthly pay of male teachers . $35 04 Average monthly pay of female teachers . .$28 98 Number of teachers’ certificates granted : first grade, 649 ; second grade, 840 ; third grade, 560 ; fourth grade, 330 ; fifth grade, 127 . 2, 506 SCHOOL-DISTRICTS AND SCHOOLS. Number of school-districts . 2,567 Number of schools : high, 3 ; graded, 64 ; common, 2, 412 . 2, 479 Number of city- and county-superintendents . 55 Number of visits by superintendents . . . 7, 663 SCHOOL-HOUSES. Number of school-houses in the State : frame, 1,290; log, 843; brick, 74 ; stone, 9 . 2,216 Number built during the year . 116 Commenced, but not completed . 125 Total value of school-houses . $1, 070, 803 30 Total value of school-property in the State . .$1,236, 194 43 SCHOOL-FUNDS. The permanent school-fund has not been invested in the manner prescribed by the constitution. This requires that the fund shall be invested in ‘‘United States securi¬ ties, or securities of this State, if they can be had.” The auditor’s report shows that, * For returns of 1873, see statistical taLlos I and II, at end of Tolunie. ,408 REPORT OF THE COM:\nSSIOXER OF EDUCATION. besides the balance of -$28,417.12 in the treasury, there are $120, OCO in stocks of national banks, which should be converted into the securities prescribed in the constitution. It is also provided in the constitution that this fund shall not be used for any purpose other than that for which it was appropriated. The school-fund has heretofore been drawn upon to a large extent to meet the current expenses of the treasury. Last year the treasury's indebtedness to this fund was $56,490.64 and the previous year it was still greater. This indebtedness has been discharged, and it is recommended that pro¬ vision be made to prevent its recurrence. The rate of taxation for the general school-fund is 10 cents on the $100 valuation, or a total for the last year of $132,356.70. The capitation-tax of $1 per head for the last year was $87,044 from whites and $3,357 from colored, a total of $90,395. The amount j-aised for schools by district-levies for last year was $366,120.57. This was raised by an average tax of about 28^ cents on the $100 valuation. Owing to the increased ap¬ portionment, this tax can this year be reduced to 23| cents without diminishing the- sum total. In consequence of the decrease in the amount to be raised for school- houses, there will also probably be an average reduction of general taxation for the current year of five or six cents on the $100 of valuation. Few States present more or greater difficulties in the way of levqving a tax for free tschools than West Virginia. The population is so unevenly distributed and the wealth of the people so out of i)roportioii to .the number of children to be provided for, that it is impossible to devise any plan for taxation that will not operate unequally and to the prejudice of that harmony of action which is so essential to the success of the work. The legislature, at its last session, provided for a levy by districts: for the building-fund, an annual levy not to exceed 40 cents on every $100 of taxable prop¬ erty, and for the support of primary free schools, such a tax as will, with the money received from the State-apportionment, be sufficient to keep such schools in operation for at least four months in the year, provided this tax in any jmar shall not exceed 50 cents on every $100 valuation. No district shall hereafter receive any share of the State-fund for any year in which this levy has not been made. All school-money for the several districts of a county shall be collected and disbursed by the sheriff or col¬ lector of the county. He shall keep an account with the several boards of education nf each district and shall receive no pay for the disbursement of any school-money. senooL-LAW. The school-law, as amended by the legislature, April, 1873, provides for a system of county-superintendence, for a board of education in each district, and that each sub¬ district shall bo under the control of one trustee. White^ and colored persons are not to be taught in the same school; but, whenever the number of colored j)ersous of school-age in a district exceeds 25, schools shall be established for them. When no school is established, the fund applicable to the support of free schools in the district, whether from the State- or local taxation, shall be divided in the proportion which the number of colored children bears to the white, and the share of the former set apart for their education and applied for that purpose in such way as the board of educa¬ tion of the district may deem best. Provision is made for furnishing more correct and complete reports by county-superintendents and district-trustees than have been hitherto received. High schools may be established in a district by agreement of three-fifths of the voters who voted on the question, and for their support a tax may lie levied, not to exceed 30 cents on every $100 of taxable property. Graded schools may be established by the board of education as they shall deem necessary ; but in every such case involving additional taxation, the matter vsliall be first submitted to a vote of the people, and no levy for a graded school shall exceed, in any one year, 15 cents on every $100 valuation. Provision is made for the examination of teachers by a board of examiners in each county, to be composed of the county-superintendent and two experienced teachers. No diploma or certificate shall be taken to supersede the necessity of examination by the board of examiners. No certificate issued by a county-board shall be of force except in the county in which it was issued, nor for a longer period than one year, and the examiners may, for just cause, revoke a certifi¬ cate. Certificates of five grades are granted. A number-five certificate shall never be granted to a teacher more than once. If, upon a second examination, the applicant is not found entitled to a higher grade, no certificate shall be granted in any county of the State. A number-four certificate shall not be granted more than twice to the same applicant. Institute-certificates may be granted by the professors who have con¬ ducted the institute only to the pujiils of the institute. They shall be valid for one, two, or three years, as may be designated, in any part of the senatorial district in which they are granted. Diplomas from the normal schools of the State shall be ac¬ cepted as a certificate of qualification to teach throughout the State. These may, for suitable cause, be annulled by the State-superintendent. Professional certificates, ad¬ mitting the holder to the profession of teacher throughout the State during his life, may be granted by the State-board of examiners ; but the State-superintendent shall have power to revoke such certificate for causes specified and clearly proved. WEST VIRGINIA. 409 CONDITION OF SCHOOLS. Tlie reports furnished by county-superintendents were so incomplete and defective that accuracy, in most of the particulars embraced in the statistical tables, was abso¬ lutely unattainable, and the figures given are in most cases to be regarded as only ap¬ proximations. The policy has been adopted of making no estimate of the school-sta¬ tistics of counties or districts not reported by their officers, thus giving an underesti¬ mate of the condition of education in the State, with the hope of inducing, in the fu¬ ture, more full and complete reports from the delinquent officers. But, notwithstand¬ ing the many defects and deficiencies of these reports, the results exhibited are, as a whole, encouraging. The number of teachers and scholars, schools and school-houses, and the number of mouths taught during the school-year are regularly increasing. The debts of the townships for school-houses and land are being discharged. The per¬ manent school-fund is annually augmenting and the amount received from township- levies increasing from year to year. Public sentiment is becoming more enlightened on the subject of free-school-education ; opposition is less violent and open, and the free- school-system, by its practical results, is daily growing in favor with the people. GEADED SCHOOLS. Of graded schools there are but sixty-four in the State, and only three high schools ; and these receive no assistance from the State further than the privilege granted to the districts in which they are located to levy an extra tax for their support by the con¬ sent of the peojile. Were it not for a number of private academies in the State, the slight provision for higher elementary instruction would be very discouraging. Even at the best it is feared that but a very small proportion of the youth of the State have facilities for anything that can be called a liberal English education. Most parents desire their children to acquire a better education than can be afforded in a primary school, and it should be the educational policy of the State to foster .and encourage schools of a higher grade as far as is practicable. INSUFFICIENT PAY OF TEACHERS. The principal cause of dissatisfaction with the free-school-system, a cause which must be removed before the schools can win the favor or cordial support of those whose approbation is essential to their success, lies in the incompetency of the teachers. The reasons for this incompetency are (1) the inadequate compensation offered to teachers and (2) the want of proper provision for their instruction. It is believed that if the teachers were better qualified the people would be willing to pay better salaries. Im¬ provement in the instruction imparted is one of the steps towards increased compensa¬ tion. But it is impossible that the salaries can for some time to come be such as to se¬ cure the services of those whose education is above the grade of the primary school. The only remedy, therefore, is considered to be in some easier and more generally ac¬ cessible provision for the special instruction of the teachers already employed. NORMAL INSTITUTES PROPOSED. The normal schools do not meet the difficulty, for they furnish only 3 per cent, of the teachers actually employed in the primary schools. The greater number of the teachers in these schools have themselves been taught only in primary schools, and all that can for the xiresent be done beyond this is to give them some special training in the art of teaching. This, it is confidently believed, can be best accomplished by the establishment of a system of teachers’ normal institutes, so distributed that all the teachers in the State can attend them. It is recommended that the proficiency of the pupils of the in¬ stitute be carefully graded and certified and that these grades be made the basis of a schedule of graded salaries and other professional advantages. The cost of these-insti- tutes would be comparatively small and should be paid out of the general school-fund, so that no extra taxation for the purpose would be necessary. VOCAL MUSIC SHOULD BE TAUGHT. The superintendent advises that to the course of instruction now prescribed by law for the primary schools, embracing orthography, reading, penmanship, Euglish grammar, and geography, be added history and, as far as practicable, exercise in vocal music. The latter, in view of its refining and cultivating intluence, should be made a part of the daily order of every school. Great encouragement is derived from the fact that educators are beginning to recog¬ nize the importance of the primary schools as an agent for the moral training of chil¬ dren, and not solely for their intellectual training. Statistics show that, with a very large proportion of our youth, what is omitted in the primary school is omitted alto¬ gether. It is believed that the same attention that is given to the intellectual culture of the children in our free schools should be given to their moral and religious culture. “ Therefore, let the Bible, without note or comment, bo read in our public schools.” UNIFORMITY OF TEXT-BOOKS. • The selection of school-books is considered a matter of tlie highest importance. Par¬ tiality for favored authors or pui)lishing-houses is strongly discouraged. “The best 410 REPORT OF THE COMMISSIONER OF EDUCATION. books on all subjects wbich any market affords" should be the rule adopted. It is pro¬ posed to commit this matter to the control of the board of the school-fund, trho shall appoint a revisory committee of five experienced teachers to take the supervision of the whole question of class-books iind report and advise such changes in them as the interests of the schools require. The legislature, at its last session, provided for uni¬ formity of text-books throughout the State. tVHEF-LrXG. VTith a total population of ‘2o.235, TTheeling has S,604 children of legal school-age — C to *21 years — of whom 3,700 are enrolled in public schools. The monthly average enrollment is 2.569 and the monthly average attendance 2,199. Of the 23 schools^O are primary, 7 intermediate, and 7 grammar-schools. These are taught by 65 regular instructors, of whom S are gentlemen and 57 ladies, aided by 4 special teachers. The annual salaries of teachers in primary schools range from $360 to S600 ; in intermedi¬ ate schools the salary is 8355 : in grammar-schools, for principals it is $1,100, and for assistants $440. Only one female princq^al was employed in the intermediate schools during the year past, and she received $600 ; but the present year her salary is the same as that of male iDrincipals. $1,109. The total income for the school-year ended June 30, 1S73, was $32,161.60 ; expendi¬ tures. $71,230.45. At present 123 pupils stndy drawing. During the current year about 1,000 received instruction in it. Four hundred study German. Music is not a prescribed study, but nearly all the children sing. There are five parochial or church-schools, of which three are Roman Catholic, and two German Protestant : one academy for boys, known as The Liudsley Institute, and two academies for girls, one entitled The Seguin Female Institute, the other The IVheeling Female College. Besides these there are three or four small private schools. About one mile from the city is a flourishing Roman-Catholic female-seminary, known as Me. de Chantal Academy. The superintendent has not been able to obtain statistics from any of these schools except the Seguin Institute, which for the last year had an attendance of about 50 pupils and employed 3 teachers. The attendance in the church-school was large; that in the others named did not,. it is believed, aggregate 350 pupils. xoemae schools. There are three of these schools in successful operation, the State Normal School at Huntington, known as Marshall College, and two branch schools, one at Fair- mount, called the Fairmount Normal School, and one at "West Liberty, called the AVest Liberty Normal School. One was organized at Glenville, in February, 1S72; and two others have been authorized by the legislature, but have not yet complied with the conditions of their organizations. The catalogue of Marshall College shows an attendance for the last session, of ladies, 7$; gentlemen, 117 — total, 195. No statement is made of the classes into which they are distributed. The Fairmount Normal School seems to be very thoroughly organized and systemat¬ ically managed. It reports in the normal school 22 ladies, 41 gentlemen ; in the aca¬ demic department 33 ladies. 19 gentlemen. In the model school, senior-preparatory, females, 7 ; males, 13 ; in the junior-preparatory, females, 20 ; males, 25 — total, 1.!^. The AVest Liberty Normal School makes no report, but is believed to be energetically and successfully managed. •* The great value of these schools is the facility they afford for a higher grade of education than can be procured in the schools of inferior rank. Regarded only as the source of teachers for primary schools, they are a failure. But they are valuable as higher academies, to give a sufficient education to many who do not desire a college- course and to supply the intermediate training between the high school and the col¬ lege, which is the great want of the American system of free schools. There is no in¬ termediate education between the common school and the college; hence many col¬ leges are obliged to degrade themselves into little more than preparatory schools. They have a nominal college-class, but most of their work is strictly preparatory, and the majority of their students are boys who ought to be in the high school.” BETHAXY COLLEGE. The New York School Journal of December 20. 1373, stated that the legislature of AVest Virginia had ordered an appropriation of $3,000 to this college, on condition that the institution educate gratuitously a student from each county in the St.ate. Y-EST VIP.GL>HA UXETERSITY. The board of regents of this institution reports it as steadily gaining in patronage and in the extent of its work. The corps of professors is ample and the financial sup¬ port generous. The current expenses of the year 1371-’72 amounted to $16,310. “It WEST VIRGINIA. 411 is to be hoped,’’ says the State-superintendent, “ that this large annual outlay may be made more directly tributary to higher collegiate education and the institution be speedily freed from the duties and functions of a high or normal school. Students emu¬ lous of college-distinctions are not apt to be attracted to institutions in which the preparatory department preponderates over the college-work, nor are professors of eminence likely to remain content with such situations; and this, probably, is the ex¬ planation of the fact that the university in five years turned out only seven gradu¬ ates and also of the frequent ‘ changes in the board of instruction,’ of which the presi¬ dent complains. During the five years of the university’s operation there have been 53 State-cadets in attendance. As each cadet is allowed to attend two years, this makes an average of about 21 per session. Of these cadets the catalogues show only 14 that have attended any of the regular college-classes and only 4 cadets have ever graduated. When it is remembered that these cadets are the only students of the uni¬ versity that get the benefit of free education, it will be apparent that the State is accomplishing but little towards providing a free collegiate education for her sons.” Statistical summary of university and colleges. Nameg of university and colleges. 1 Corps of instruction. 1 Endowed professorships. Number of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Bethany College . . 6 *4 117 $15, 000 $250, 000 p o o $6, 000 $8, 000 2, 000 West Virginia College . 1 4 0 47 1 15, 000 15, 000 • 0 $0 0 500 "West Virginia University . . 1 ....1 1 48 I 38 150, 000 tl6, 000 1,000 3, OCO * Partially. j Annual appropriation by the legislature. COLLEGES FOR WOMEN. Parkersburg Female Academy of the Visitation reports 8 lady teachers and about 80 students. There is also attached to the institution a school of about 60 girls, instructed gratuitously by the Sisters in the common-school-branches. In the academy, music — vocal and instrumental — drawing, painting, French, and German form a part of the course. A philosophic cabinet has been commenced and is increasing, and a library has also been recently begun. Wheeling Female College has 13 professors and instructors — 4 gentlemen and 9 ladies — and an attendance of 214 students — 139 in collegiate and 75 in preparatory de¬ partments. In the freshman-year were 44 ; sophomore, 35 ; junior, 29; and senior, 19 pupils. In a special course were 10 and in a post-graduate-course 2. Music, art, and composition are reported in the course ; drawing, painting, French, and German are taught. The institution has a cbemic laboratory, philosophic cabinet, natural- history-museum, and a library of 300 volumes. Statistical summary of schools for professional instruction. 412 REPORT OF THE COMMRiSIOXER OF EDUCATION. LIST OF SCHOOL-OFFICIALS IX WEST VIRGINIA. Hon. B. W. Byrn’E, State-superintendent of public instruction, Charlestown. COUNTY-SUPERINTENDENTS. County. Name. Post-office. . Philippi. Alartinsburg. Madison. Braxton Court-House. Wellsburg. Ouslie’s Gap. Grantsville. Clay Court-House. West Union. Fayette Court-House. Glenville. Grant Court-House. Lewisburg. Springfield. Holiday’s Cove. Moorfield. Clarksburg. Jackson Court-House. Charlestown. Kanawha Court-House. J acksonville. Hamlin. Chapmanville. Boothsville. Moundsville. Point Pleasant. Princeton. Rev. William S. Penick . Cabell . Clay . Kanawha .................... W^illiam Tj. Hindman _ _ _ Lewis ............. .......... John S. Hall . Lincoln _ George .T. Kayser _ _ _ _ T/Ogfan _ _ _ _ C. S. Srone _ _ _ _ _ Marion _ .... _ .......... T)r. .T. O. Barnes _ _ Afarsliall _ _ Samuel R. H alien _ TMason _ _ _ T)r. C. T. B AToore . . Afarcpr _ _ William Al. B.eynolds _ ^Tincral _ _ .John W. Van Diver _ _ _ _ Burlington. Alorgantown. Union. Berkeley Springs. Perry ville. Summersville. Monong'alia. _ _ Henry T/. Coir _ Ptinnroo _ _ _ A TIC. B. Beamer _ Aforpan _ Charles E. Walling _ _ _ _ ArcTInwell _ _ _ _ _ George W. Payne _ _ _ _ Nicholas _ _ _ _ _ _ -Tohn Fi. Kern _ _ _ _ Ohio _ _ _ _ Brooks Hedges _ _ _ West Liberty. Franklin. St. Mary’s. Academy. Valley Point. Raymond City. Raleigh Court-House. Huttonsville. Andy Dyer ....... Pleasants . . . Richard Towzey . . . . . Pocahontas. _ _ AT. D Dnnlap _ Preston _ •John H. Feather _ _ Piitnam _ Thomas P. Carpenter. _ _ _ Ra.leiph _ _ Alfred Berkley, sr _ _ .. _ Ranrlolph _ Jacob J. Hill.. . Ritchie . . . . T. W. Ireland . . . . . . Pennsboro.’ Roane . . . J ohu B. Thompson . . . . . Spencer. Park’s Ferry. Pruntytown. St. George. Aliddlebourne. Summers. _ _ _ -Tohn H Pack _ _ Taylor . Perry Gawthrop _ _ _ Tucker . . . . Philetus Li pscomb . . . . Tyler _ _ _ .T. Fdgar Boyers _ TTpshiir _ _ H. D Clark . . . Buckhannon. AV avne _ Alderson Workman _ _ _ Falls of t2 Pole. Webster _ Charles W. Benediim _ _ Webster Court-House. Wetzel _ William A. Newman _ Knob Fork. Wirt . . ...... Charles C. Little ......................... _ _ Burning Springs. Parkerabnrg. Baileysville. Wheeling. Wood . . Samson H. Piersol . . Wyominp .................... Theodore F. Bailey . . . Citv of Wheeling . . F. S. Williams . WISCONSIN. 413 WISCONSIN. [From report of Hon. Samuel Fallows, State-superintendent of public instruction, for the year ended August 31, 187:2,’^" with extracts from that for the year ended August 31, 1873.] GENERAL STATISTICS. Table of aggregates of values and expenditures. 1871. 1872. Totiil valuation of scliool-liouscs $3,441,120 468, 609 81,138 $3, 611,607 513, 089 87, 468 vfllnfltion of siTAj4. . . _ _ _ . . . . ......... _ _ Total valuation of .appa-atua _ _ _ _ _ _ _ _ Expenditures. Amount expended for building and repairing. ..... _ ...................... 305, 197 6, 549 1, 293, 010 101,750 35, 963 195, 616 294, 345 9, 035 1, 352, 695 104, 838 31,372 211,849 Amount expended for apparatus and libraries. ........ _ ....... _ ......... Amount expended for teachers’ wages ... _ ...... _ _ _ .... _ _ ....... Amount expended for old indebtedness ....... _ _ .......... _ ........ A TTK^nrit pvppiiflpfl fnr fnrnitnrpi rs^ p.nfl rpp.ords . . - _ A mount expended for all other purposes _ _ _ _ _ _ _ Total amount expended ......... _ .................................. 1, 938,4)85 2, 004, 154 Table exhibiting state of educational funds and incomes. Receipts. Disburse¬ ments. School-fund t . . . . . . . . . ... _ $109, 431 76 176, 366 20 5, 057 77 40, 650 09 11,990 35 13,813 27 137, 238 40 62, 222 14 $122, 006 98 174, 276 02 3, 018 55 40, 650 09 19, 728 79 13,813 27 167, 161 97 58, 827 36 School-fund-income . . . . . . Universitv-fund . . . . . University -fund-income . . A gri e.u 1 tu ral - college-fund _ A grieiiltural-college -fnnd-iricome . . . . . . . . Normal-school-fund . . . Normal-school-fund-income . . . . . . FINANCIAL STATEMENT FOR 1872. Receipts. Money on hand August 31, 1871 . $379,319 60 From taxes levied for building and repairing . 252, 348 81 From taxes levied for teachers’ wages . 913, 998 32 From taxes levied for apparatus and libraries . 9, 076 57 From taxes levied at town-meetings . 303, 400 24 From taxes levied by county-supervisors . 203, 062 75 From income of State-school-fund . 159,587 22 From other sources . 205, 576 25 Total amount received . 2, 420, 369 76 Expenditures. For building and repairing . 294, 345 41 For apparatus and libraries . 9,034 95 For services of male teachers . . 613,618 97 For services of female teachers . 739,070 14 For old indebtedness . . 104,837 90 For furniture, registers, and records . 31, 392 32 For all other purposes . 211,848 87 Total amount expended . . 2, 064, 154 56 * For returns of 1873, see statistical tables I and II, at end of volume. t The school-fund is composed of proceeds of lands granted by the United States for support of schools, moneys accruing from forfeiture or escheat, and trespass-penalties on school-lands, fines collected in the several counties for breach of the penal laws, moneys paid as an exemption from military duty, and 5 per cent, on sale of Government-lands. The amount of the productive school-fund, on the 30th day of Septem¬ ber, 1871, was $2,389,489.28 and on the 30th day of September, 1872, $2,482,771.28, showing an increase intho productive fund of $100,283 during the year. 414 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL PROGRESS. The State-superintendeut of public instruction reports that the past year has been one of substantial progress in every department of the educational system. ‘‘From nearly every part of the State cheering evidence comes of the increasing in¬ telligence as well as prosperity of the people ; of a deeper interest taken by them in the common schools ; of a pressing demand for more experienced teachers ; of a higher standard erected and maintained by county-suiierintendents in their examinations ; of a larger attendance upon teachers’ institutes ; of the building of more convenient school-houses, provided with better seats and more abundant apiiaratus than the old ones, and of improvement in school-house-grounds. “ The unmistakable evidences of improvement are the erection of new houses, re¬ seating others, procuring apparatus, maps, &c., more frequent inquiries for the best teachers, a willingness to pay such for their labor, and a very high appreciation of teachers’ institutes.” SCHOOL-DISTRICTS. “The whole number reported by the county-superintendents (not including joint dis¬ tricts) is 4,145. Adding 50 for Jackson County, which reported 48 last year, the whole number of ordinary districts is 4,195, an increase of 106. The number of parts of dis¬ tricts returned is 2,042, making, by the usual estimate of two and a quarter parts to a district, 908 joint districts, or only four more than last year. The whole numoer of dis¬ tricts, therefore, not including those cities which are not under the jurisdiction of county-superintendents, is 5,103. Last year the number, excluding the cities, was 4,993, so that the increase in districts is 110. It seems useless to classify the cities as districts. The number of cities now reporting independently is 19. The wards of a city are in some degree analogous to a school-district, as each ward usually has its school. The number of wards in the cities above referred to is about 90, which, added to the above 110, would give 200.” CHILDREN OVER 4 AND UNDER '20. “The number reported is 423,717, an increase from last year of only 2,769. During the iirevious year the apparent increase was 8,467.” Total for two years, 11,236. CHILDREN OF SCHOOL-AGE IN DISTRICTS WHICH MAINTAINED SCHOOL FOUR OR FIVE ' MONTHS. The number reported under this head is 422,045, which is only 1,672 less than the whole number of school-age, indicating that few districts failed to maintain school five or more months. TOTAL ATTENDANCE. After making some corrections in the returns and adding 3,102 pupils for the cities of Berlin, Oshkosh, and StevensPoint, the whole number of persons attending the pub¬ lic schools the past year is found to be 270,292, which is 5,007 more than attended the previous year and more than double the increase of school-children. The number at¬ tending between 4 and 20 is 266,789, leaving 3,403 as the number under 4 or over 20 in attendance. Tabulating all classes of pupils, the following is the result for 1871 and 1872: 1871. 1872. Number reported as attending public schools . 26.5, 285 17, 267 2, 253 1, 150 270, 292 18. 020 2, 831 1, 200 Number reported as attending private schools _ _ _ _ _ _ _ _ _ _ _ Number reported as attending academies and colleges _ _ _ _ _ _ .......... Number estimated for benevolent institutions _ ... _ ... _ _ _ .... _ ..... Total . . 285, 955 292, 343 “ The number of pupils elsewhere tabulated as attending private schools, and not reg¬ istered in public schools, is 11,920 ; but to this number should be added about 6,000 for Milwaukee, 400 for Madison, and 700 for Watertown, making a total of 18,020. Allow¬ ing 7,500 as the number of school-children in attendance upon some sort of school, but in no way reported, the aggregate is 292,343, leaving ’ aiiiiarently 131,374 persons of school-age not in attendance upon any school.” TEACHERS AND TEACHERS’ WAGES. “ The whole number of teachers required is 5,881, or forty-four more than last year. The number employed some part of the year was 9,267, an increase of 81 over last year. “The average wages of male teachers, not including the independent cities, is $43.33 per month, a gain of $1.93 from last year. The Wages for female teachers out of the cities is $27.04, a decrease of 58 cents. “ In the cities the average wages of male teachers has decreased from $1,053 per annum to $982, while those of female teachers have advanced from $367 to $376. Thep is a growing disposition in the cities to retain those ladies who give satisfaction in the schools and to advance their wages with increase of experience.” \YISCONSIN. 415 The whole number of teachers’ certificates issued, exclusive of State-certificates and of those issued in the cities, was 7,383, which is 151 more than the number for the pre¬ vious year, GRADED SCHOOLS. ‘^ Outside the independent cities, the number of schools with two departments is 151, a decrease of 17 ; but the number with three or more departments is 142, or 44 more than last year. Attention is a^ain called to the fact that graded schools could be much more extensively introduced in the rural districts, under the town-system. Estimating the cities to embrace 217 graded schools, or one for each school-house re¬ ported, the whole number in the State is 410, an increase of 25.” SCHOOL-HOUSES. “ The whole number returned is 4,979. The number reported last year was 4,93.3, showing an increase of 46. The amount ex^iended for building and repairing was $294,345, or about $10,853 less than last year. The number of good school-houses increases every year. Among the finest completed during the last school-year are those at Monroe and Black Eiver Falls, each valued, with the site, at $25,000. The school-houses of the State will accommodate 312,612 pupils, which is 111,105 less than the whole number of school-age and entitled to attend school, but 42,320 more than the whole attendance.” Besides the houses built, many school-yards have been inclosed and outhouses j)ut in good condition. But there is yet much to be done in this direction. According to President McGregor, there are still over 3,000 school-houses in the State not well in¬ closed or not inclosed at all, while few of the actual inclosures contain any trees, flowers, or vines. As to the practicability of such attractive adornment, attention is directed to the example of Racine College, where the grounds are kept as neat as any garden by interesting the young men themselves in this good work and allowing them to have each his own little plat of ground to care for. SUMMARY OF GENERAL STATISTICS. • 1871. 1872. Increase. Whole number of districts in the State, not including cities . 4,493 5, 103 110 Number of districts reported . 4,938 4, 989 51 Number of children over 4 and under 20 years of age in the State. .. 420, 948 423, 717 2, 769 Number of children over 4 and under 20 in districts maintaining schools five or more months . 418, 358 422, 045 3, 687 Number over 4 and under 20 who have attended school . 262, 947 266, 789 3, 842 Total number of different pupils who have attended the public schools during the year . 265, 285 270, 292 5, C07 Average number of days a school was maintained, (estimated) - 155 153 *2 Number of days’ attendance of pupils over 4 and under 20 . 20, 546, 904 19, 663, 667 *883, 237 Total number of days’ attendance of different pupils during the year . . . . . . . ! 29, 627 575 19, 929, 416 801,007 *698, 159 Number of days schools have been taught by qualified teachers. - . . 848, 200 *47, 193 Number of pupils who have attended private schools . 17, 267 18, 020 753 Number of schools with two departments . . . 230 213 *17 Number of schools with three or more departments . 155 199 44 Number of teachers required to teach the schools . 5, 837 5, 881 44 Number of different persons employed as teachers during the year. . [ 9, 168 9, 267 99 Average monthly wages of male teachers in the country . I S41 40 $43 33 $1 93 Average monthly wages of female teachers in the country . $27 62 $27 04 $0 56 Average monthly wages of male teachers in the city . $105 30 $98 20 *$7 10 Average monthly wages of female teachers in the city . $36 70 $37 60 $0 90 Number of schools visited by the county-superintendents . | 4,886 4, 296 590 Number of public-school-houses in the State . 4, 933 4,979 46 Number of pupils the school-houses will accommodate . | 310, 292 312,612 2, 320 Number of sites containing less than one acre . 1 3, 705 3. 733 28 Number of sites well inclosed . . 1, 353 1,392 34 Number of school-houses built of brick or stone . 605 656 51 Number of school-houses with outhoiases in good condition . i 2, 957 3,497 540 Highest valuation of school-house and site . $75, 000 $75, COO * Decrease. ABSTRACTS OF COUNTY-REPORTS. In Barron County school-houses have been built and schools maintained in many districts that could not have supported them previously. In Brown County, exclusive of the schools in the city of Green Bay, there are five graded schools. Out of 150 applicants for teachers’ certificates, 100 received them. Four new school-buildings have been erected during the year and four more are to be. In Buffalo County excellent new school-houses have been built in live districts and more projected. In Columbia County fault is found with some dilapidated school-houses, the use of roads for play -grounds, and the hiring of cheap teachers. Still some school-houses have been built in the county during the year that are creditable to the localities in which 416 EEPORT OF THE C O:\IM I SSI OXER OF EDUCATION. they stand. Modern improvements Inive been introduced in seating and ventilating and several old scbpol-bcuses have been tborongbly repaired. Out of 490 applicants for teachers' certificates, onlv 70 per cent, passed. In Dane County, out of oGO applicants for teachers’ certificates, about 40 per cent. I'eceived them. Educational prospects aiie said to be brightening here, and there is a demand for experienced teachers and a vriliiu guess to pay them living wages. Miser¬ able old shells, that have disgraced too many districts, have given place to better and more convenient buildings. In many districts they have added to the attractions of the school-houses by inclosing the grounds and planting out shade-trees. In Dodge County, out of o33 applicants for teachers’ ccrtilicates, 109 have been rejected. In Eau Claire County there has been an effort to raise the standard of (pialilications of teachers. A commendable interest is manifested by the peox^le in raising money to build school-houses, even in the countrt^ districts. In Fond du Lac County, of 225 applicants, only 110 received teachers’ certificates. A large proportion of the school-houses are creditable structures, and many would be an honor to wealthy and populous communities. One school-house has been built. There are six graded schools that will compare favorably with any in the State. This county is well represented in the State normal schools, sixteen pupils having been nom¬ inated for admission thereto — twelve at Oshkosh and four at Whitewater. In Grant County 392 certificates have been granted to applicants for teachers’ posi¬ tions, less than one-fourth of the applicants having been rejected. The normal schools are said to have done ranch to improve the condition of the common schools. There is a perceptible advance in the qualifications of teachers and in the interest manifested in relation to common-school-education. In Juneau County the schools in the villages of New Lisbon, Mansion, and Nececlah are said to challenge comparison with those of any of the neighboring villages in the State. Of the county-schools, many are in excellent condition and are doing good work. Four of the districts of this county sustain graded schools. One hundred and one certificates were granted to applicants for teachers’ positions. In Kenosha County, the school-interests are reported to be in a flourishing condition. Three new school-houses have been built and furnished, while many of the old ones have been repaired. Of 140 applicants for teachers’ certificates, only 83 received them. The names of all pupils who are neither absent nor tardy, and who are correct in de¬ portment, are recorded on a roll of honor, which is published monthly in The Educa¬ tional. In La Crosse County many of the old school-houses have been refitted and the stand¬ ard of teaching has been raised. In Marathon County two new school-houses have been built and another is pro¬ jected. The schools are reported to be steadily progressing. In Marquette County there are evidences of gradual improvement. Of 90 applicants who were examined, only 53 received certificates. Several new school-houses have been completed and one or two more will be ready for occupancy during the winter. In Milwaukee County, out of 76 applicants, 59 received teachers’ certificates. Great interest hae been manifested by the people in building substantial and commodious school-houses, nearly one-third being built of brick. In Monroe County two frame school-houses have been erected and in the more wealthy districts there is a growing inclination to replace the old structures with new and improved buildings. There are two graded schools, one at Sparta and one at Tomab. The monthly reports of the teachers have induced better organization and systematic management of the schools and have caused teachers to feel an accounta¬ bility that has had a salutary efiect. Of 159 applicants, 90 received teachers’ certifi¬ cates. In Pepin County improvement is reported in the way of caring for the health and comfort of the children in the schools. New houses have been built and new furniture substituted for the old. Ill Polk County, of 62 applicants for teachers’ certificates, 56 received them. Thir¬ teen school-houses have been built. Much of the school-work has been a great im¬ provement compared with that of previous years. In Racine County a good degree of progress is reported. Three new school-houses have been erected, each arranged and furnished in modern style, and preparations are being made for building others. In Richland County improvement is reported in the erection of new school-houses, reseating others, procuring apparatus, &c., and a willingness to pay good teachers for their labor. Fine school-houses are being built. Of 180 applicants at the spring-ex¬ amination, 144 received certificates, 51 of them being limited. Of 118 applicants at the fall-examination, 77 received certificates, 26 of them being limited. In Sauk County the efforts of many of the teachers to attain better qualifications, as exhibited by their attendance upon institutes, have resulted in the acquirement of a good degree of skill in teaching. T'he schools are said to bo progressing. In 8hebbygan County th.c schools are reported to be in a flourishing condition. Good WISCONSIN. 417 wages are being paid to teachers, and the result is that a better class of teachers is be¬ ing employed. Many school-houses have been erected, the one in the village of She- bo.'sgan Falls being the most costly. ill Trempealeau County a few school-houses have been built or partially finished in new districts, while in the older districts progress has been made in building, improv¬ ing grounds, fencing, and famishing. Several village-schools have grown to such pro¬ portions as to render it necessaiy to grade them at no distant day. There is a more general call for superior teachers. Eighty-nine certificates have been granted. In Vernon County the schools are reported as prosperous and the teachers are com¬ mended for their devotion to the cause in which they are engaged. In Walworth County the institute and teachers’ meetings have proved of great ben¬ efit to the schools. The graded schools deserve special mention ; their induence on the mixed schools is helpful. Some school-houses have been built and others are con¬ templated. In Waushara County the schools have made steady progress; 1,54 certificates to teach have been issued to applicants. One school-house has been built and a number repaired. In Winnebago County the schools are reported to be prosperous and successful. About 75 per cent, of the number applying for teachers’ certificates received them. There are seven graded village-schools, taught by able teachers. The influence of the normal school at Oshkosh is being felt more and more, as teachers seek to obtain the thorough drill there given. The two teachers’ Associations have held meetings during the winter-, and spring-terms once in four weeks, with good results. Marked changes are being made in the school houses. Two new ones have been built and others are being erected, while several houses have been repaired and the school-grounds in many districts have been inclosed and improved. In Wood County a decided change has taken place. Good teachers are wanted and good wages paid them. A teachers’ association was held in February, at Grand Rapids, which was attended by nearly all the teachers of the county, and a school-officers’ convention was held a few days later at the same place. Use of the press has been made to circulate educational matters and to urge upon the public such measures as seemed necessary and important. The city of Grand Rapids voted to raise by tax $10,000, to be added to the “Howe fund” of $10,000, for the erection of a high-school- buildiug. With some abatements and exceptions it will be seen that nearly all these county- reports show progress, new school-houses, better teachers, deepening interest in school- work, and increasing readiness to meet the necessary expenses of it — in some instances a willingness to encourage better teaching by oflers of higher pay. From the towns the reporis indicate the same advance. At Mineral Point the school-buildings have been made sufficient to accommodate not only all the pupils in the city, but also those of higher grade from the surrounding country. The high schools there have raised their standard, too, adding Latin and German to their former English course. At Oconto the cause of education is said to be well on the advance, provflsion being made for more school-room, as the school-census outnumbers, by hundreds, that of last year. In Portage the schools are reported to be in a prosperous condition and teachers "to be paid in cash at the expiration of each ten weeks. SECONDARY INSTRUCTION. Five institutions of this class have been reported, viz : Evansville Seminary ; Ger¬ man and English Academy, Milwaukee; Kemper Hall, Kenosha; Rochester Seminary; and Santa Clara Academy, Sinsinawa Mound; the first reporting 153 students, the second 534, the third 66, the fourth 85, and the fifth 118. (For further information, see statistical tables at end of volume.) PREPARATORY INSTITUTIONS. Wayland University, at Beaver Dam, and Milwaukee Academy are preparing 98 stu¬ dents for college ; 53 are engaged in classic and 45 in scientific studies, of whom 18 are in senior-, 30 in junior-, 33 in middle or third, and 37 in fourth-grade-classes. NORMAL SCHOOLS. Of these there are four in the State : one in Platterville, one in Whitewater, one in Oshkosh, and one (not in full operation at the date of the report) in River Falls. Each assembly-district in the State is entitled to six representatives in the normal schools. Candidates for admission must be at least 16 years of age, of sound bodily health, of good moral character, and must declare their purpose to be to fit them¬ selves for the profession of teaching, and actually to teach in the public schools of the State. No person is entitled to a diploma who has not been a member of the school in which such diploma is granted at least one year, nor who is less than 19 years of age. At Platterville the students are reported to be, as a general thing, earnest in their work and to be making good improvement of their time and opportunities. The aj)pa- ratus and fixtures of the school have been greatly improved during the past year. The number of pupils in December, 1873, was 395. 27 E 418 REPORT OF THE COMMISSIONER OF EDUCATION. At ^Yllitewate^ every available seat has been occupied and every enersfy of the fac¬ ulty taxed, 221 students being registered in the normal department and 141 in the training-department. Anc&ng other subjects treated have been school-architecture, ventilation, and kindred Themes. The .building and grounds have been improved, and large additions made to the philosophic apparatus and to the laboratory and museum. A teacher of light gymnastics is connected with the school. At Oshkosh, where the school is of recent establishment, 70 have been in attendance and have been engaged in teaching during some portion of the year.* A fine philo¬ sophic and chemic cabinet has been purchased and a reference-library and miner- alogic ca])inet are to be added. “ Measures have been taken to have the normal schools brought into harmonious re¬ lations with the university and other higher institutions of learning, by suggesting to the various faculties the practicability of making the courses of study parallel in the university and the normal schools up to the junior- or senior-year in the department of arts in the university, so that graduates of the normal schools may graduate from the university after completing the remaining course of study. The plan seems to be en¬ tirely feasible and will doubtless be adopted in due time. This will be another step in the advance towards the realization of the long-wished-for unity in the school- system advocated by the best educators.” Besides 'the State normal schools there is in Racine City a normal school for the in¬ struction and training of teachers of the public schools, which holds an annual session of two weeks preceding the commencement of the school-year, and during that year a session every Saturday, excepting on Saturdays prescribed as holidays by the school- board. Teachers are required to attend all the sessions regularly and punctually and to be prepared to recite lessons assigned by the principal. UNIVERSITY OF WISCONSIN. According to the report of General C. S. Hamilton, president of the board of regents, the University of Wisconsin is in a very flourishing condition. Under the efficient management of the jiresident. Rev. J. H. Twombly, D.D., assisted by an able faculty, the number of students is greater and the standard of scholarship higher than at any previous period. Ample facilities are afforded young ladies for acquiring a thorough education, the option being given them of recitiu'g alone or with students of the opposite sex. The law passed in the legislative session of 1871-’72, bringing the university into vital relations with the public schools, has been already of great benefit to the univer¬ sity and to the graded schools. In many places the additional studies are being taught, to correspond with the requirements of the faculty, and ten young gentlemen and ladies have ,been admitted to the college-classes, the first fruits of a great future har¬ vest. The report of the regents for the year ended September 30, 1872, states also that the female-college-bnildiug provided for by the legislature in 1870 has been entirely com¬ pleted and formally opened to lady students. That the advantages of such a building in connection with the university are appreciated by the public, it is only necessary to say that with the opening of the fall-term the building was occupied to its full ca¬ pacity by lady students and room for many more wanted. The accommodations of the building are sufficient for eighty students, with room for the lady teachers. It is insufficient for present needs, and if it be the wish of the people to see the require¬ ments of the organic law fulfilled, the building will have to be enlarged at no distant day. In the management of this branch of the university the regents have endeavored not only to carry .out) that provision of the organic law which requires that female stu¬ dents shall have all the advantages of the university, but they have also conceded to them the privilege of a distinct ladies’ education. The sexes are not required to recite together, but a preference in this respect, leqnested by parents and students, is granted to the ladies, and competition for all the honors of the university is open alike to both male and female students. At the opening of the fall-term of 1872 the total number of students present at the university was 435, of whom 142 were females. When this is taken in connection with the fact that raising the standard of scholarship has been the cause of rejection of many applicants, it shows, not only a steady growth in numbers, but cheering evidence of improvement in the true direction. Prof. Kerr states, in the Wisconsin Journal of Education, that at the examination for admission to the several departments of the university the average attainments of the candidates were considerably above those shown on any previous occasion. On arranging their plans of study, after the examination was completed, more young men than usual decided in favor of the long course. Three ladies also entered the lists for honors in the college of letters, and commenced with good prospects of success. *At a convention of superintendents and principals, held in Madison, December, 1872, the number in this school, including 58 in the preparatory department and 70 out teaching, was reported to be 286. WISCONSIN. 419 CONNECTION OF GRADED SCHOOLS WITH THE UNIVERSITY. In his report of 1870, Superintendent Fallows expressed the decided opinion that the preparatory department of the State-university ought to be abolished and the work done by it be remitted to the academies and high schools of the State. In the report for 1871, this opinion was again expressed with more detail and emphasis, the graded schools of the State being then included with the high schools ; and it was proposed that the university should furnish to all such schools a list of the studies required for admission to the ditfereut collegiate departments, with the per cent, to bo attained in each. That done, it was further proposed that the graduates of these State-schools should be admitted, on the certificates of their principals, into the college-classes for which they were prepared, without further examination and without any charge for tuition during their stay at the university. It was held that the adoption of such a plan, with the addition of a publication of the names of these students, would have a healthily stimulant effect upon the schools, would “ make the principals vie with each other as to the quality and quantity of the students sent to the university,” and Avould awaken in parents a new interest in the schools, as enabling them to prepare their children for collegiate studies without sending them from home. After considerable debate respecting this proposal among the principals of public schools and members of the faculty and regents of the university, the plan was acceded to, and in March, 1872, a law was passed providing that all graduates of any graded school of the State, who should have passed an examination at such school satisfactory to the faculty of the university for admission into the sub-freshman-class and college- classes of the university, should be at once and at all times entitled to free tuition in all the colleges of the university. It was directed that the examinations in these cases should be in writing ; that a certain defined number of questions should be submitted on each study; that orthog¬ raphy and penmanship should be determined from the written papers ; that the prin¬ cipal should examine the papers and mark them on a scale of 100, candidates obtaining at least 76 in each study and an average of at least 85; and that then the principal should forward to the president of the university the questions, the written answers of the candidate, and a certificate that the papers had been prepared under his suxier- vision, and, to the best of his knowledge and belief, in an entirely fair way. To the objections that the standard of ad'nissiou to the university might be lowered if so many schools were to he made preparatory to it, and that discrimination would be made in favor of students from the public schools, if free tuition should be given them, answer was made that the faculty of the university would always have the matter of standard in their own hands and that the principle of discrimination in the matter of tui¬ tion was already recognized in the public-school-system, so that no injustice would be done by an extension of the thing. Since the passage of the law, 47 students have been admitted, under its xR’ovisions, to the university, (11 in 1872 and 36 in 1873,) and the superintendent of instruction thinks that the good effects anticipated have been fairly realized. COLLEGES AND UNIVERSITIES. The following institutions have reported to the State-superintendent in compliance with law : Beloit College, Galesville University, Lawrence University, Milton College, Milwaukee Female College, Racine College, Ripon College, and Wisconsin Female Col¬ lege. , The following table x>i’esents a summary of the most inqiortant statistics for the past two years, showing a large increase of younger students and a decrease of irregu¬ lar students : 1871. 1872. Number of colleges reported, (not including State-university) . . . 7 8 Number of members of faculties . . . 63 79 Number graduated at last commencement . . . . 61 66 Total number who have graduated . 418 598 Number of students in senior classes _ _ _ _ _ - . . 47 73 Number Of students in junior-classes . 78 93 Number of students in sophomore-classes . 1C3 115 Number of students in freshman-classes . . . 115 153 Number of students not in regular classes . 313 289 Number of students in preparatory departments . 495 894 Total number in the institutions reported . . 1, 151 2, 368 Number of acres owned by the institutions . 4, 8-29 $119, 900 00 282, 500 00 4, 086 $135,700 00 371,000 0!t 213,205 00 25, 952 09 22, 978 00 Estimated cash-value of lands. . Estimated cash-value of buildings . . - . . . . Amount of endowment-funds, except real estate . 203, 256 00 20, 090 71 69, 198 73 Amount of income from tuition . .. .. . . Amount of income from other sources . . . 420 EEPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of universities and colleges. Names of universities and colleges. a .2 o p o o a ft o 72 P ft o fl Nifmber of students. Corporate property, &c. Number of volumes in library. Preparatory. Collegiate. c o ^ ^ o S V 5 o o i-s to - ■n ^ to ^ ® .5 3 ® 2 rt .3 a Amount of endow¬ ment. Amount of produc¬ tive funds. Income from pro¬ ductive funds. O i ? C .-s> >> a: Beloit College . 11 *6 93 56 $225, 000 $92, 000 $90, 000 $115, 000 $10, 500 $7, 000 7, 130 Galesville University .... 5 0 105 35 35, OOJ 12, 000 10, 000 10, 000 900 2, 150 4, 500 Lawrence University .... 11 0 281 74 193,203 125, 350 67, 523 3, 508 6, 338 6, 500 Milton College . 8 0 125 78 43, 575 34, 900 i 4, 225 4, 225 200 2, 830 1,800 Northwestern University. 7 1 132 23 65, 000 35, 000 7, 500 2, 000 Pio Nono College . 5 50 50 50, 000 I 30, OOO Racine College . . 18 "o 185 66 200, 000 i 0 75, 329 2, 800 Ripon College . 10 0 272 55 115, 000 65, 000 50, 000 38, 000 3, 800 3’ 000 St. John's College . 16 0 120 95 0 3, 800 U niversity of Wisconsin . . 15 0 35 45 216,519 15, 156 6i 000 * Five partially. STATISTICS OF ALUMNI OF BELOIT COLLEGE. In a late number of The Monthly, imblished by the students of Beloit College, we have a statement which goes to show the issues of college-education. It says: “Of the 200 alumni of our college, nearly all are engaged in or are studying for some one of the four professions. More than one-third are clergymen; one-tifth, lawyers; thirteen, physicians ; while about twenty-live till the chairs of editors and teachers. Now and then we find one who has taken up some substantial work, such as that of a manufacturer or business-man ; but only two, it seems, are following farming.” As to the last point, the agricultural colleges will probably soon make a decided change, elevating farming to the dignity of a scientific pursuit, deserving the attention of the most cultivated intellect. As to the tendency of the college-bred towards what have been esteemed the learned professions, the scientific schools will likewise show their influence ere long. But probably the statement here made may be taken as exhibiting the general drift of college-training as it has been in the past ; and, asVor the colleges of arts or academic departments of the universities, it is likely to be in all the future. COLLEGES FOR WOMEN. Milwaukee Female College, at Milwaukee, and Wisconsin Female College, at Fox Lake, report an aggregate of 262 inipils, 74 in preparatory and 44 in collegiate studies. Milwaukee Female College, with 6 professors and instructors, has 15 pupils in the freshman-, 7 in the sophomore-, 18 in the junior-, and 4 in the senior-years, and 74 in the j) repara to ry department. Wisconsin Female College reports the total attendance of pupils as 70 ; the collegiate department not yet classified. It has a chemic laboratory, a small uatural-history-museum, a gymnasium, and a library of 600 volumes. Music — both vocal and instrumental — drawing, German, and French form a part of the course of study. Statistical summary of schools for professional instruction. Names of schools for professional in¬ struction. Corps of instruction. j Endowed professorships. | Number of students. Corporate property, &c. { Number of volumes iu library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of produc¬ tive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. SCHOOLS OF THEOLOGY. TTmi^p ... 6 30 $10, 000 $600 $3, 306 1,800 Nashotah H'ouse . 5 ’’i' 28 $120, 000 90, 000 30, 000 $3, 000 30, 000 6, 000 11 53 5, 000 SCHOOL OF LAW. Law-department, University of Wisconsin. 7 .... 23 500 SCHOOL OF SCIENCE. College of Arts, (University of Wisconsin) . 14 .... 316 200, 000 225, 309 15,771 29, 444 6, 000 WISCONSIN. 421 INSTITUTE FOR THE BLIND. The year has been marked by an attendance greater than that of any previous one» and by increased efficiency of the industrial department ; 76 pupils have been present, the majority of whom have been connected with each of the three departments of lit¬ erature, music, and handicraft. Two choirs have been maintained and many pupils have received private voice-culture. An orchestra of fifteen pieces has been supported. In the industrial department the seating of cane-seated chairs has been introduced. A change of policy, by which the foreman of the shop is made partially dei)endcnt ni)on its pecuniary success for his compensation, seems to secure greater economy, thorough¬ ness, and more rapid progress than the former system. To this department a few adults have been admitted. The law passed by the last legislature, providing for ob¬ taining a census of blind children, has resnltediu securing the attendance here of some of whose existence the superintendent had no knowledge and who had themselves not known of the existence of an institution for their benefit. The institution is open, free of expense for board or tuition, to all blind persons or persons with defective vis¬ ion, between the ages of 8 and 21, who are legal residents of Wisconsin. INSTITUTE FOR THE EDUCATION OF THE DEAF AND DUMB. The attendance of pupils has been larger than ever before, 164 being the number connected with the school during the year. The school is in need of enlarged accom¬ modations, the present edifice being only large enough to accommodate 150. Tuition is furnished by the State. The medium of instruction is tlie sign-language. The re¬ vision of the school-law places the maximum school-period for ordinary pupils at five years ; and in cases where promise is given that more time would be of sxiecial advan¬ tage an additional xieriod may be allowed. SOLDIERS’ orphans’ HOME. On the 1st day of October, 1872, there were 207 children in the “ Home.” Siuce March last, the public-school-system of discipline, classification, drill, &c., has been introduced and followed and normal-trained teachers secured. Last June a class of ten x)ux)ils jiassed a creditable examination for admission to a normal school. INDUSTRIAL SCHOOL FOR BOYS. The managers of the Wisconsin Industrial School for boys report as follows : whole number in school since July, 1860, 900 ; present number, 275. Besides the main build¬ ing occupied for school-purj)oses and the residence for officers and e’nploy, rather than a x)lace where one is expected to learn good manners or morals. Another year of good health is reported among the inmates. Only one death has occurred, tliat of a colored boy who had been for a long time suffering with a disease 422 REPORT OF THE COMMISSIONER OF EDUCATION. of the lungs brought with him from the South, when he followed the army “ home from the war,” Attention is called to the fact that the medical bills are so small, when the * number of inmates is so large, of such a class and crowded into such close quarters. The continued good health of the boys is attributed to the attention that is paid to their habits of personal neatness, to careful aud judicious nursing, and to a plain pala¬ table and plentiful diet. As to the productions of the farm, garden, shops, &c., the results may be regarded as satisfactory upon the whole, when tlie reduced condition of the labor-power in the school and the severe drought of the season are remembered. There are no causes for discouragement, except those growing out of the crowded condition of the school, in consequence of which boys have been compelled to leave, whom it would be advisable to recall. In view of this, it is proposed to erect two fam¬ ily-buildings of the character needed, aud in addition to the main building, atfording school-, assembly-, lodging-rooms, office, &c., the means for which are now in the treas¬ urer’s hands. THE STATE-PRISON-SCHOOE. This school was instituted under authority of law in 1867 and has been in constant and successful operation ever since. Every effort is made to educate aud reform the convicts, and the good results thereof are felt in every part of the institution. For the wdiole term of five years that this school has been in operation, with a membership of from 40 to 70 scholars,.not a solitary breach of order has occurred. All the common elementary branches of education are taught. Two hundred aud sixty-eight scholars have been admitted since its organization ; at the present time there is a membership of 42. During the past year a library of 451 volumes, carefully selected and embracing a wide field of general information, has been added to the school. CONVENTION OF SUPERINTENDENTS. A convention of city- and county-superintendents was held at Madison, December 27, 28, and 29, in pursuance of the call of the superintendent of public instruction. The report on “course of instruction for country schools” was ordered to be pub¬ lished in the Journal of Education for critical examination by the teachers of the State, and a committee was appointed by the State-superintendent, with Mr. Viebahu as chairman, to report on the whole subject of ‘‘ course off instruction,” “ classification in schools,” aud “ text-books,” pertaining to the common schools, at the next meeting of the superintendents. A resolution was adopted, appointing a committee to secure legislation giving county- superintendents discretion to refuse certificates to such teachers as persistently refuse to attend institutes. One prominent sign of progress noted in 1873 is a large increase in the number of county teachers’ associations, these, in some instances, being maintained in each assem¬ bly-district. An educational column, loo, is found in many of the county-papers, the county -superintendent keeping himself by this means in weekly communication with the teachers. The newspaper serves as a medium by which he may make needed sug¬ gestions, while xmblic interest is secured by giving the results of his observations. teachers’ institutes. A conviction of the value of the institute is continually growing in the minds of teachers aud peojole. Fifty-six short-term institutes have been held aud eleven normal institutes, the largest number ever held in the State in one year. The attendance on both classes of institutes has been over three thousand. The normal institutes were conducted as schools, aud not as conventions without method or discipline. It is said that they are at present doing more for the State at large than the normal schools, because the benefits of the former reach the mass of teachers who must for some time to come have charge of the country schools, while the latter do not. The institute at Sparta was held six weeks. One hundred aud twenty-four teachers were enrolled. The interest in the institute was unbroken to the end. As an experimeat it was a grand success. The superintendent of public instruction believes that the iustitute- w'ork cau be more thoroughly and economically done by connecting it m^re closely with the normal schools and suggests that the State be divided into institute-dis¬ tricts, according to the number aud location of the normal schools ; that a teacher in each normal school have charge of the institutes in the district contiguous to his school ; that one of these teachers, or some other person, be appointed, from his peculiar fitness for the position, director of the institute-work. It apjiears from a table aiipended to the rexiort of the State-superintendent for 1872 that institutes were held in 45 counties and covered, in the whole, 439 days. OBITUARIES. Three prominent educators in the State have died during the year x^ast ; Rev. M. Montague, superintendent of the schools of Walworth County ; Prof. Jackson J. Bush- uell, professor of mathematics and natural xihilosophy in Beloit College, and Prof. J. K. Purdy, president of the State Teachers’ Association. Mr. Montague died in the winter, thrown from his sleigh, while on a tour of in- WISCONSIN. 423 spectiou of the schools. He is'saicl to have been a man of stern exterior hnt of kind and gentle heart, a model superintendent, attending with scrupnlous care to 4he de¬ tails of his office, visiting the schools frequentlj^, holding almost weekly meetings of teachers, and commanding in a high degree the respect of his constituents and the es¬ teem and affection of his teachers. Mr. Montague was 53 years of age ; had been a res¬ ident of Wisconsin for about twenty-five years ; had held many ])ositions of honor and trust as an educator aud a Christian minister, and had performed a noble work. Prof. Bushnell died on Saturday the 8th of March, 1873. The State Journal says: “ Prof. Bushnell was, we believe, about 5H years of age, a native of Connecticut, and a graduate of Yale College. He came to Wisconsin in the latter part of Aj)ril, 1848, and was the pioneer-professor of Beloit College, which owes its establishment largely to his indomitable courage and unwearied, persevering labors.” Prof. Purdy is said to have been an efficient officer, an untiring student, a patient in¬ structor, aud a most genial man. LIST OF SCHOOT.-OFFICIALS IN WISCONSIN. Hon. Edward Searing, State-superintendent of public instruction, Madison. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Plainville. John W. Bell . . . La Pointe. Prairie Farm. Bayfield. De Pere. Alma. Grautsburg. Chilton. Chippewa Falls. Neillsville. West Point. W^heatville. W. H. Chandler . . Sun Prairie. Black Earth. Watertown. Oodgft sfio.ourl ftistrict,.. _ Arthur K. Delaney _ _ Hustisford. Door . . . Chris. Daniels _ _ _ _ ........ . . . Sturgeon Bay. Douglas . . . J. S. Graham . . . ... . . . . Superior. Dunn . George Tonnar . . . . Menomonee. Eau Claire . .Joseph F. Ellis . . . . . . Eau Claire. Fond du Lac, first district _ _ _ W. L O’Connor _ _ _ _ _ .............. Rosendale. Fond du Lac, second district. . . James J. Kelley . Osceola. Grant . George M. Guernsey. . . "i- _ Platt eville. Green . . . Daniel H. Morgan . . . Monroe. Green Lake . A. A. Spencer . Berlin. Iowa . W. H. Peck . Mineral Point. Jackson . T. P. Marsh . Pole Gi’ove. Jeffer.son . . . S. A. Craig . Fort Atkinson. Juneau . George P. Kenyon........ . . . New Lisbon. Kenosha . James P. Briggs . . . Kenosha. Kewaunee. . . John M. Read _ _ Kewaunee. La Crosse . . . Sherman W. Leete .......... . . . . West Salem. La Fayette . James G. Knight . . Darlington. Manitowoc _ _ Michael Kirwan. _ _ _ _ Manitowoc. Marathon . Thomas Greene . . . . . Wausau. Marquette . Henry M. Older . . . Packwaukee. Milwaukee, first district _ Thomas 0. Herrin . . Milwaukee. Milwaukee, second district .... James L. Foley . Butler. Mol roe . A. E. Howard. _ _ _ _ _ Sparta. Oconto . . A. T. Stearns . . . . . . Oconto. Outagamie . . . Patrick B'lanagan . . Appleton. Ozaukee _ _ _ _ Edward H. .Tassen _ _ Cedarburg. Pepin . . . M. B. Axtell . Pepin. Pierce . Martin E. Cady . River Falls. Polk . Charles E. Mears . Osceola Mills. Portage . James 0. Morrison _ ... . . Plover. Racine - . Thomas Malone _ _ _ _ _ Rochester. Richland . William J. Waggoner _ Richland Center. Rock, 1st district . Edson A. Burdick . . . . Janesville. Rock, 2d district . J. B. Tracey . Emerald Grove. St. Croix . . . . Prank P. Chapman _ _ . . . . New Richmond. Sauk . James T. T,unn _ _ _ _ _ _ _ Ironton. Shawanaw . Charles R. Klebesadel _ _ Shawanaw. Sheboygan . M. D. L. Fuller . Plymouth. Trempealeau . . James B. Thompson . . . . . . Trempealeau. Vernon . Orvis B. Wyman _ _ Viroqua. Walworth . S. B. Ballard . Sharon, Washington . Fred. Regenfiiss .. _ .. . _ West Bend. Waukesha . Isaac N. Stewart _ _ _ _ _ W^aukesha. Waunaca . Justus Burnham . . . . . . . Waupaca. Waushara . Theodore S. Chipman .. _ •Berlin, Green Lake Co. Winnebago . H. A. Hobart . Wiuneconne. Wood . Clarence L. Powers Grand Rapids. 424 REPORT OF THE COMMISSIO^^ER OF EDUCATION. AI.ASKA. The only report from this distant and isolated Territory comes from Captain Charles Bryant, agent of the Treasury Department, and gives some information respecting the the population and schools of two of the Aleutian Islands. It is as follows : “ The census taken January 1, 1873, on St. Paul’s Island, gives the number of the native inhabitants on the island, 218. To these should be added the 17 then absent and properly to be reckoned as belonging to the island, making in all 235, (males, 114 ; females, 121,) showing a decrease since 1870 of 12 persons. The whole population of the Territory of Alaska is 30,000 : 7,000 Aleutians on the islands, about 11,000 Colosheson the coast, and the remaining portion scattered over the Territory in wandering tribes. The Aleutians live in villages of from a few families to 500 or 600 persons. For the last thirty years they have had priests of the Greek Church, educated to some extent to minister to their spiritual wants. These have so far taught the people that most of them understand the service in Russian, can manage their accounts and transact business successfully. The Coloshes have a tribal organization and little or no education. The priests scat¬ tered through the different villages are all natives, under a Russian bishop, and were educated in a school established by the Russian government at Sitka. Since the country came into possession of the United States, that and all the schools under Russian con¬ trol have ceased operations, and there is yet no law under which any community or group of families may organize themselves for the support of schools. At Sitka, how¬ ever, the necessity for some civil organization has been so great that, even without a law to authorize it, the citizens have settled themselves into a voluntary community, elected certain officers, and established an English school. “ The chief contact of the people of the Territory vrith civilization now is through the traders, who have posts established at different eligible points to the number of twenty or more. These are visited about once a year by vessels sent out for trading- purposes. The effect of this trading on the population of course must depend largely on the character of the agents employed in it. » “ The islands of St. Paul and St. George represent an interest apart from other portions of the Territory, and have been made by resolution of Congress a Govern¬ ment-reservation. The contract made with the Alaska Seal Company requires them to keep up each year for eight months a school on each island. ^‘A school-house was fitted up and properly dedicated, and a school commenced Octo¬ ber 2, 1873, and continued eight mouths; but, on account of a prejudice among the people, who have a fear that in learning English their children will forget their Russian and weaken their attachment to their church, only seven attended regularly. Under the assiduous care of the teacher, these made ver}'^ commendable progress. There were at the same time three classes taught by natives, two in Russian, one in Aleut. In all, seventeen scholars attended schools of all kinds.” Assistant- Agent Samuel Falconner reports the same difficulties existing on the island of St. George in regard to securing attendance at school. ARIZONA. 425 ARIEOMA. [From report of Hon. A. P. K. Safford, governor and, ex officio, superintendent of public instruction, for 1873.J STATISTICS. Number of males between the ages of 6 and 21 years . . 836 Number of females between the ages of 6 and 21 years . 824 Total school-population . 1, 6G0 Number attending public schools . 333 Number attending private schools . 149 Whole number attending school . 482 Number that can read and write . 500 “PIMA COUNTY. “Cash on hand January 1, 1873, $874.95 ; cash received from the territorial school- fund, $1,433.22 ; and from all sources received, $4,291.77. Amount paid to teachers, $1,676.88; for scbool-houses and furniture, $241.61 ; for school-books, $39.90; for salary of superintendent, $100 ; for rent of school-house, $363.50 ; incidental expenses, $449.75 ; on hand, $1,420.13 ; making in all $4,291.77, the amount received. The probable amounts that will be received in 1874 are $1,500 from the county* and $1,000 from the Territory. The probable amount that will be required for 1874 is $2,900. “Tbs number and condition of the schools are : A primary school was kept open in Sanford three months by a male teacher, at $100 per mouth. “ One has been maintained in Florence for two months by a male teacher, at $100 per month, with an average daily attendance of 20. “ A primary school was open in Tucson for boys and continued four months. Two schools are now open in charge of female teachers, each with a salary of $100 per month. One teacher has charge of the boys and the other of the girls, in separate rooms. There is an average daily attendance of 50 boys and 25 girls. The progress made by the pupils is reported to be excellent. A scliool-house 16 by 30 has been built at Florence. It was done by volunteer-subscriptions on the part of the citizens. The other schools in the county are kept ‘in rented buildings. McGuffey’s series of books is used. “ The census-returns show the whole number of children between the ages of 6 and 21 to be 751, of which 110 are reported attending public schools. “ The value of school-houses and furniture in the county is reported to be $975. “YAVAPAI COUNTY. t “Cash on hand January 1, 1873, $151.48 ; received from territorial school-fund, $1,488.79; from county-school-fund, $7.53.04 ; from contributions and all other sources, $205; making a total of $2,598.31. Cash paid for school-house and furniture, $2,100; other expenses, $229.12 ; on hand, $269.19; in all, $2,598.13. The probable amount of receipts for 1874 is $1,100, and jirobable amount needed for this year, $1,200. “ The number and condition of schools in Yavapai are : a school was kept open in Prescott for three months by a female teacher, at $100 per month. The average daily- attendance was 45. The progress made is reported as having been very satisfactory. The census-returns show the total number of children in the county between the ages of 6 and 21 to be 106, of which 53 attended public school. The value of school-house and furniture in the county is $2,175. “YUMA COUNTY. “Cash received from territorial school-fund, $2,134.92 ; from county-school-fund $915.18; in all, $3,050.10. Amount paid to teachei'S, $1,450 ; for school-houses and fur¬ niture, $4.50.68 ; for school-books, $458; salaries of officers, $75; rent of school-house, $64 ; error, $26.95 ; on hand, $525.47 ; in all, $3,050.10. The probable amount that will be received from the Territory and county in 1874 is $1,000 and the probable amount needed to support schools in each district during 1874 is $2,400. “ The number and condition of the schools are : a school was kept open in district No. 1, Ehrenberg, for three months by a male teacher, at a monthly compensation of $100, in which the pupils made good advancement. A school was taught in Yuma for nine months — six months by a female and three months by a male teacher. The 426 REPORT OF THE COMMISSIONER OF EDUCATION. monthly pay of each was $ipn. In both districts the hoys and girls attended in the same rooms. The Union series of books was used. “ The census-returns show the total number of children between the ages of 6 and 21 years to be 473 and the number attending public schools 75 and private schools 25. The value of school-houses and furniture in Yuma County is §1,047. “MARICOPA COUNTY. ^ “Cash received from territorial fund, $1,392.94; from county-fund, $729.46; from contributions and other sources, $345 ; in all, $2,467.40. Amount paid teachers, $650 ; for school-houses and furniture, $1,564.40 ; school-books, $56 ; salaries of officers, .$110 ; other expenses, $29.33 ; on hand, $57.67 ; in all, $2,467.40. Probable amount of receipts from territorial and couuty-school-funds during 1874 is $1,000 and estimated amount that will be required for the support of schools iu the several districts, $1,500. “In the district No. 2 a school was taught four mouths by a male teacher, at a monthly salary of $100, and in No. 1 the school was kept open for six months. In the early part of 1874, two male teachers were employed at different periods and in the latter month a female teacher was employed, and she is still teaching, each at a monthly salary of $100. Fine progress is reported. A series of text-books has not been adopted. The census-returns show total number of children between the ages of 6 and 21 to be 302 and that 60 have attended public school. The value of the school-houses and fur¬ niture in the county is $2,000. “ MOHAVE COUNTY. “Cash received from the territorial school-fund, $1,337.90 ; from county-fund, $87.05 ; in all, $1,424.95. Cash paid teachers, $600 ; school-furniture, $50 ; to officers, .$75 ; rent of school-houses, $200 ; cash on hand, $490.95 ; in all, $1,424.95. No estimate is for¬ warded to me of the probable receixffs for 1874, nor of the amount required for the year. A mixed school was taught at Cerbat for six mouths by a ft male teacher, at a salary of $100 per month, and the pupils are reported to have made rapid progress. No uniform series of text-books has been adopted there. The census-returns show the number of children between 6 and 21 years of age to be 28 and that 14 attended public school. Value of school-furniture in the county, $50. “ RECAPITULATION. “ The total receipts from all sources, by counties, show : iu Pima, $4,291.77 ; in Yava¬ pai, $2,.593.31 ; iu Yuma, $3,050.10; in Maricopa, $2,467.40; in Mohave, $1,424.95 ; in all, $13,832.53. “ The total expenditures by counties show : in Pima, .$2,871.64 ; Yavapai, $2,329.12 ; in YYima, $2,524 63 ; iu Maricopa, $2,409.73 ; in Mohave, $925 ; in all, $11,060.12. “ Amounts on hand are as follows : in Pima, $1,420.13 ; in Yavapai, .$269.19 ; in Yuma, $525.47 ; in Maricopa, .$57.67 ; in Mohave, $499.95 ; in all, $2,772.41. “ The cash invested in public-school-houses and furniture is : iu Pima, $1,200 ; in Ya¬ vapai, $2,175 ; iu Yuma, $1,047 ; iu Maricopa, $2,000 ; iu Mohave, $50 ; iu all, $6,472. “The number of children iu the Territory between the ages of 6 and 21 years is 1,660 and the numbers attending public schools are : iu Pima, 140 ; iu Yuma, 75 ; in Maricopa, 61 ; in Yavapai, 53 ; in Mohave, 14 ; in all, 343. “ EDUCATIONAL PROGRESS. “Under all the circumstances there has been gratifying progress in the promotion of education in Arizona during the i)ast year. The last legislature imposed a tax of 25 cents on each $100 of taxable property in the several counties for school-purposes and a like tax on all the property of the Territory, to be collected and paid to the various counties iu proportion to the number of children within each. But a small jiortion of the taxes derived from these two sources was paid until late in 1873, and therefore the beuetits of this wise statute are only beginning to be realized. It is believed that there will be sufficient revenue in the future to maintain free schools in each of the districts in the Territory for at least six months of the year. As our schools are all primary in their character, the policy of employing female teachers has been favored and put in practice so far as practicable. The experience of the most eminent educa¬ tors througliout the laud is in favor of female teachers. It has been the purpose of the officers iu charge of our schools to procure the services of the best and most thorough teachers, and I believe that, in the main, such have been secured. The people, s^ieak- ing through their representatives, have said that free schools must be provided, where¬ by every child of sound mind and proper age can receive an education free of individ¬ ual cost, and that the children of poor parents iu our Territory may as readily acquire an education and have an equally intelligent start in life as those of rich ones. Agree¬ ably to the demand of the people, means for this purpose have been provided and the schools are iu successful operation. The census shows that many children do not at¬ tend school, but an increase of attendance is gradual and equal to reasonable expecta¬ tions. To the end that children of every religious faith may consistently attend these ARIZONA. 427 schools, the legislature wisely prohil)ite<,l the use of sectarian hooks and religious teach¬ ing in them. Therein children of parents of any and every faith can meet in harmony and upon an equality in all respects^ Based upon any other character of law, the free- school-systeni would and should soon be destroyed. Were one religious doctrine taught, children of other religious doctrines would surely be driven from the schools. In this age of science, learning, and religious and political independence, it will not do to promote any sect at the common expense. The funds which maintain the, grand free schools are drawn from people of every creed, and it is but just that all sball be equally benehted, without the least attempt to inculcate any of the many religious be¬ liefs. Religious instruction peculiarly belongs to the family-circle and chui’ch. The most cruel and bloody wars recorded in the pages of history show that they were the offspring of the intolerance of religious sects. Bigotry has brought untold thousands of innocent men and women to torture and death. The cloak of religion has been used to cover dire crimes against mankind ; but happily for poor and rich of all beliefs and conditions, the time for snch cruel intolerance has passed away. Under the be¬ nign influences of our free Republic, every one has and can exercise' the inalienable right, free from threats and op[)ression, to worship God in his own Avay ; and our pub¬ lic schools coustitue the safe foundation upon which the prosperity and endurance of our beloved country rest and our rightful liberties are secured and assured. In the public-school-room the children of every creed are gathered, not to despise and hate each other, as in olden times, under sectarian teaching, but to love and respect manly and womanly virtues wherever or in whomsoever found, regardless of the faith one or the other entertains.” The following extracts from letters of Governor Safford, received during the year, contain such further information of the condition and iJrogress of education in the Territory as is of general interest. In a letter dated August 30, 1873, Governor Safford states that arrangements have been completed for opening a free school in every district in the Territory the first Monday in October, to be continued for at least nine mouths during the coming year. The governor had deliv'ered addresses upon the subject of education in different ])arts of the Territory and had found the peoifle generally interested in the cause and willing to co-operate in any measure for its advancement. In a letter of a later date, (November 11, 1873,) he says : “ We have, after considera¬ ble delay, secured the services of experienced teachers from the older States. Our schools are now all supplied and in operation, and we shall have sufficient revenue from taxation to keep Ih.em open the larger part of each year. The average i)rice paid teach¬ ers is $100. They are mostly females. I preferred them for several reasons : first, they usuallj^ have better faculty and more patience to teach children in their primary stud¬ ies ; secondljq they are not so liable to become dissatisfied with their occupation and change to other duties which they consider more profitable ; thirdly, I desire their in¬ fluence to give tone to the morals of the community. ^‘After nearly four years’ incessant labor, I have succeeded in obtaining means, books, and teachers for excellent schools, so that every child within the Territory may ob¬ tain an education. While I remain in office our free schools will be kept oj)en, and I shall endeavor at the next session of the legislature to make education compulsory. ‘‘ I am more than ever convinced that no time should be lost in making the free-school- system a part of our federal constitution. I fear that, conscious as we are of the bene¬ fits of this system, we are resting with a feeling of too much security that it will be sustained and perpetuated, while active, sleepless enemies are at work to destroy it; and they are too often enabled to receive the aid and support of those who only seek for self-aggrandizement. Those who are opposed to the free-school-system of America are not generally friendlj" to republican institutions. This is self-evident to everj-^ one who has taken deep interest in education, and it behooves every inan who loves his country to spare no effort in xilaciug this system where no unfriendly hand can tear it down.” PROGRESS OF THE SCHOOLS. The first year after the appointment of a superintendent of public instruction, ended December 31, 1871, was S])eut in collecting funds and preparing to open schools, but none were actually put in operation until 1872. The total receipts for school-pur- lioses for 1871 and 1872 were $7,653.81. The total expenditures were $5,165.46, leaving on hand at the beginning of the school-year of 1873 an unexpended balance of $2,488.35. The friends of education have every reason to feel encouraged at the progress made in the brief period since the establishment of schools in the Territory. Without books, school-houses, or teachers to commence with, in less than two years the free-sehool-sys- teni has been fairly and successfully put m operation, throughout the Territoiy. The most cordial support and assistance have been given by the residents of all the school- districts, and if all that could be desired has not been done for educational advance¬ ment, it has not been for want of aid and sympathy of the people. 428 REPORT OF THE COMMISSIONER OF EDUCATION. TEXT-BOOKS. The school-law provides that the territorial board of education shall prescribe a uni¬ form series of text-books. In pursuance of this provision, the series in use in Califor¬ nia wius adopted. The opinion is expressed that “ it is not good policy to adopt a uniform series for the Avhole Territory ; but that the selection of books should be left to the county-superin¬ tendents. There are many series of school-books of about equal excellence, and by leaving the choice to the superintendents the series most familiar to the teachers in each county could be selected.” SCHOOLS AMONG THE INDLiNS. In February, 1871, a school was ojiened in a room of the Indian agency for the Pima Indians and in October of the same year another was commenced at a Maricopa vil¬ lage, in a building put up by the Indians for the purpose. The Pima children have to come a distance of two and one-half miles to school, and this, with other unfavorable circumstances, has caused a very irregular attendance. The average attendance is 64, about 60 per cent, of the whole number enrolled. The Pimas have offered to build a school-house near their homes. The teachers in the Indian schools are greatly encour¬ aged by the progress already made and by the interest manifested. lu cases where progress has not been satisfactory, irregular attendance has been the main cause. Arrangements have been made for a school-house and teachers for the Papago Indians, the most orderly and industrious of all the tribes in Arizona, who would accept school- privileges more readily and appreciate them more highly than any others. These ar¬ rangements will be fully carried out when the necessary funds are supplied. It is es¬ timated that to give the majority of children on this reservation a common-school-ed¬ ucation would require at least four or live school-houses and an auuual expenditure of about $10,000. COLORADO. 429 COE<©ISA®©. fFrom biennial ‘report of Hon. Horace M. Hale, territorial superintendent of public instruction, lor the term ended September 30, 1873.] SCHOOL-FINANCES. There is no permanent school-fund ; the average rate of taxation for school-purposes is Sj- mills. lieceipts. Ainonnt of special tax collected in school-districts . $55,923 90 Total from taxation . . . 137,557 G1 From other sources . 120,000 00 Total receipts for school-pifrposes . 257,557 61 Expenditures. For sites and buildings . - — . . 155,579 45 For libraries and apparatus . 1,800 00 For salaries of superintendents . . 1,200 00 For salaries of teachers . 71.258 28 Miscellaneous expenditures . 22, 461 26 Total expenditures for school-purposes . 252, 298 99 SCHOOL-POPULATION. Number of male persons of school-age, 5 to 21 years, in the Territory . 7, 617 Number of female persons of school-age . 6, 800 Total school-population . 14,417 Increase from 1871 to 1872 . 2,396 Increase from 1872. to 1873 . 4,284 Per cent, of increase in two years . . 86 SCHOOL- ATTENDANCE. Number of children enrolled in public schools . 7, 456 Average attendance . 7,214 Increase in average daily attendance, 1871-1872 . 431 Increase in average daily attendance, 1872-1873 . 1, 130 Per cent, of increase in two years . 59 Average monthly cost of tuition per pupil . $3 12 Number of pupils in private schools . 702 TEACHERS AND THEIR PAY. Number of teachers in public schools — males, 107 ; females, 134 . 241 Average monthly salary paid male teachers . . $62 00 Average monthly salary paid female teachers . 51 00 Highest monthly salary paid male teachers . . . 250 00 Highest monthly salary paid female teachers . . 100 00 SCHOOL-PROPERTY. Value of school-houses, lots, furniture, &c . $260, 185 46 Increase in value of school-houses, 1871-1872 . 20,691 97 Increase in value of school-houses, 1872-1873 . 157,917 44 Per cent, of increase in value for two years . . 2.16 SCHOOL-DISTRICTS. Number of school-districts in the Territory . 243 Inciease in the number of districts from i871 to 1872 . 38 Increase in the number of districts, 1872-1873 . 45 Percent, of increase in two years . 52 430 REPORT OF THE COMMISSIONER OF EDUCATION. SCHOOLS a>:d school-houses. Number of schools iu the Territory . Increase iu the number of schools, 1871-1872 . Increase iu the number of schools, 1872-1873 . Per cent, of increase in two years . Average duration of schools in days . Number of school-houses in the Territory . Number erected during 1873 . . . Per cent, of increase iu two years . . 160 25 20 56 111 125 26 54 • . PROGRESS. The figures given above are certainly encouraging. Receipts of ^257,557 for school- purposes, expenditures of $155,t)97 for sites and buildings, and an advance of 86 per cent, in the school-population show decided growth. The last item is especially remarkable and indi^^ates a rapid filling of the Territory wi;h settlers who bring their families with them, forming an element of stable aud permanent increase. As respects school-buildings, the report of the superintendent states that there are several large and costly ones in process of construction not included in the number on •which the $155,000 mentioned was expended. Besides these, others are arranged for in many districts, and in some the funds have been provided and architectural plans agreed upon. The public schools of Golden City entered, December 1, 1873, into possession of a new and elegant school-building. When the plans of this building were decided on the attendance on the public schools was only 98. In the new structure it has been 251. The school-fuud, nearly double that of the preceding biennial report, has been raised upon a considerably lower rate of taxation, a steady increase in the value of taxable properly admitting of a lessening of the burdens of individuals, while securing a larger revenue for the schools. ATTENDANCE. Only 52 per cent, of persons between 5 and 21 years have been in attendance on the public schools during the year 1873. Not counting, the superintendent says, those above 18, who perhaps are expected to attend, and those under 6, who, he thinks, ought not to attend, but 65 per cent, of the ones for whom the schools are-opened are found upon the rolls and but 56 per cent, are ordinarily attendant. Of course allowance must be made for those atteruimg private schools; but even with this allowance it is estimated that not more than 50 per cent, of those reckoned of school-age have attended school 111 days in the past year. The superintendent holds, however, that Colorado is not in this respect below the general average of the States. “ Illinois and Now York can show no better record, while Tennessee and Mississippi rank far below.’’ S^ULARIES. In the matter of salaries to male and female teachers, the tendency iu Colorado is towards equality. There is less difference than formerly iu the pay of these two classes. In some counties the men teachers receive less than the women. The average salary of both, however, is smaller than in the preceding biennial term, partly from the fact that increasing inflow of population brings a supply of teachers somewhat iu excess of the demand and partly from the false economy of some neighborhoods in employ¬ ing inferior teachers, because f hey can be had at a low rate. On this point the super¬ intendent says : “ Our teachers are as competent as the average elsewhere. But let us insist on having first-class talent only. Such we may command by signifying our willingness to pay for it.” The employment of a poor teacher, at any rate, he holds to be “ an extravagant economy.” THE TEACHERS THAT ARE NOT WANTED. Iu connection with a decided expression of opinion that the course of study in the schools is below the demands of a rapidly advancing age, the further opinion is declared that the examination of teachers should extend beyond the jiresent require¬ ment of ability to teach orthography, reading, writing, arithmetic, geography, English grammar, and the history of the United States, and reacli to at least the elements of the natural sciences, mechanic appliances, and technic research. Then comes a statement which may apply elsewhere as well as in Colorado : “We have little use for teachers who are never more than one lesson in advance of the pupils, and who, it some bright, inquisitive scholar seeks information as to the philosophy of fire-extin¬ guishers, or the manufacture of lucifer-matches, or of the bursting of water-pitchers on frosty nights, or of the rebounding of a marble from the stone pavement, or of the injuriousness of lacing tightly any portion of the body, or of wearing metallic brace¬ lets and necklaces in a freezing atmosphere, are compelled, through ignorance, to reply ^ It will do you more good to find that out for yourself,’ or ‘ I’ll tell you some other time.’” COLORADO. 431 DIVISION OF SCHOOL-DISTRICTS. Of tills, it is said : “ We doubt very mncli the wisdom of subdividing school-districts so as to accommo¬ date small communities, if such division can possibly be avoided. A better school can be established with fifty pupils Than with twenty-live or ten. One teacher can easily manage the large school and be able to awaken an amount of enthusiasm and interest that would not be attainable in either of the small schools The disadvantage arising from the necessi'y of long walks by the children is more than compensated by the healthful physical exercise in the open air, thus necessitated, and by being able to maintain a single school for a term of six months at no greater cost than would be incurred in maintaining two schools, each for three months. Thus the children, by walking perhaps five miles a day, practically furnish the* means for continuing the school just double the length of time that it could otherwise be kept up. ‘ Concentration is power ’ in school-matters as well as elsewhere.” CORPORAL PUNISHMENT. On this much-vexed topic we have the following clearly-expressed judgment: “ We are of those who firmly 'believe that the cry against the use of corporal punish¬ ment in school is loudest from those wLo know the least about school-work. We do not believe that the best experienced teachers in the land deem it prudent or wise to forbid it. The best disciplinarians seldom make use of it, yet they do not lilsent three years in extent, with a probability of its being lengthened out to four. The territorial school of mines is also connected with the same institution, and in it twm lectures weekly have been delivered on geology, with special reference to min¬ ing-developments. The cabinet-collection here has been pronounced by the Hayden 432 REPORT OF THE COMxMISSIONER OF EDUCATION. expedition and M. Lesqnerenx, of Columbus, Ohio, the most unique and valuable of its kind in the United States. A very complete philosophic apparatus is possessed by the school of mines, with the details of a laroe chemic laboratory, in which every process connected with the re¬ ducing of metals can be illustrated. An eminent physician of the Territory has promised to commence a course of medical lectures, preparatory to which there has been some instruction in physiology. OBITUARY. The Rt. Rev. George M. Randall, D. D., bishop of the Protestant Episcopal Church in Colorado, deserves mention here from his efforts to promote education in the Terri¬ tory. A graduate of Brown University in 1835 and of the General Theological Semi¬ nary, New York, in 1838, he was first settled at Fall River, Massachusetts, and after¬ ward for some years in Boston. In 1865 he was elected missionary bishop of Colorado, and, entering actively upon his labors there, continued them with unabating zeal till his death, September 28, 1873. Perceiving from the first the need of educational in¬ stitutions for the youth of a new region, he set himself to the establishment of parish- schools in connection with the churches and of boarding-schools in the larger towns. Through aid derived from eastern friends, he succeeded in building uii three important schools within his diocese : Jarvis Hall, Golden, a diocesan collegiate school for boys ; St .Matthew’s Hall, also at Golden, a diocesan divinity-school ; and Wolfe Hall, Denver, a diocesan school for girls ; each housed in a substantial building of its own, and all, at his death, in successful operation. LIST OF SCHOOL-OFFICIALS IN COLORADO. Hon. Horace M. Hale, superintendent of public instrttction, Denver, CO UNTY-SUPERIM'ENDEN rs. County. Name. Post-office. Arapahoe _ _ _ ........... Frank Church . Denver. Bent . Robinson IM. Moore . ■. . Las Animas. Boulder . . Charles E. Sherman . Boulder. Clear Creek . C. F. Bridges . Georgetown. Conejos. San Luis. Conejos . . Juan P. Chavez . . . Onstilln. . . .Tnan Vpnaeia .Taeqnp.a _ _ _ _ Douo'las . Frank B. Edmond . . . Frankstown. El Paso . F. C. Millington _ _ _ _ _ _ Colorado Springs. Canon City. Central City. Fremont . . . . . J. D. Bell . rjil pin . . . . Silas B. H ahn _ _ _ _ _ _ _ Greenwood . Huerfano .... _ ... _ ..... Willis M. Allen . . . . . . Walsenburg. Jefferson ..... _ ...... _ _ M. C. Kirby . . Golden City. Granite. Lake ...... _ ......... _ _ Galatia Spra.gne. _ _ _ _ _ _ Larimer ....... _ ... _ .... Clark Boughton _ _ _ _ _ _ Fort Collins. IjUs Animas ...... _ ..... _ .Toa.b M. Bernard _ _ _ _ Trinidad. Park . William E. Mnsgrove, _ _ _ _ _ _ Fairplay. Pueblo. Pueblo . . Joseph S. Thompson . . . Saguache _ _ _ _ _ _ _ .1. Ross Penttisten _ _ _ Bismarck. Summit _ _ _ _ _ George W. Wilson . . . . . Breckinridge. Greeley. ■VYeld . .• . Alvin .1. Wilber _ _ _ _ _ DAKOTA. 433 DAKOTA. fFrom information furnished by Hon. J. W. Turner, territorial superintendent of public instruction.] FINANCIAL STATEMENT. EeceqAs. Total income for school-puriioses, from taxation . '$16, 672 79 Expenditures. Total expenditures for school-xmrposes . $16, 672 79 SCHOOL-POPULATION AND ENROLLMENT. Number of yontb reported between 5 and 21 years of age . 5, 312 Number enrolled in schools only partially reported . 2, 0U6 SCHOOLS. Number of public schools in the Territory . . . . . 100 SCHOOL-OFFICERS. Average salary of teachers per mouth . $30 Average salary of school-superintendents x>er day . 3 The superintendent of schools for the Territory, in forwarding the above informa¬ tion, states that he cannot rely upon its exactness in many respects, owing to the very imperfect returns received from county-superintendents. Many districts, he says, failed to report, and many of the reports received fiom teachers and district-clerks were'so imxierfect that county-sujierintendents were unable to make correct returns from them. He believes that, had full and correct returns been made, the number of children from 5 to 21 years of age would be seen to amount to not less than 7,500 or 8,000, the number enrolled to about 3,500, and the number of terms of school taught to about 160. He believes that there has been raised by taxation during the [last year for all school-x)ur|:)Oses not less than $22,000, a sum which will be largely increased, he hopes, during the present year. While the average salary of teachers xier month is estimated at $30, a few receive from $50 to $80. “ Many of the schools,” says the suiierinteudeut, “are in a very flourishing condition, and we have generally a very good class of teachers.” The new territorial superintendent of jiublic instruction is Hon. E. W. Miller, Elk Point, Union County. 28 E 434 KEPORT OF THE COMMISSIONER OF EDUCATION. DISTRICT OF COLUMBIA. SCHOOL-STATISTICS. Area of the Territory of the District of Columbia, iucluding the cities of Washiug- toii ami Georgeto^Yu, and an adjacent rural district, generally known as the county, 64 square miles. Population, United States census, 1870. SCHOOL-POPULATION. White . Colored .... Total PUPILS ENROLLED IN PUBLIC SCHOOLS, 1872 AND 1873. White . Colored . Total . Average number of pupils in private schools, from report of United ^ates Commissioner of.Educatiou . . Whole number of seats provided for pupils in the public schools, 1872 and 1873 . Whole number of teachers in the public schools, 1872 and 1873 . . Valuation of taxable property, 1872 and 1873... School-tax, (per cent.,) 1872 and 1873 Total receipts from school-tax, &c. , 1872 and 1 873. Total payments for public-school-purposes, 1872 and 1873 . Value of public-school-property ■Washington. Georgetown. County. Total. 109, 199 11,384 11, 117 131,700 17, 403 2, 086 1,688 21,177 8, 532 796 1, 166 10, 494 25, 935 2, 882 2, 854 31,671 8, 935 758 877 10, 570 4, 834 426 940 6, 200 13, 769 1, 184 1,817 16, 770 6, 759 11,910 i, 173 1,412 14,495 220 20 31 271 $72, 900, 000 $6, 300, 000 $8, 600, 000 $87, 800, 000 .0033 . 0053 .0050 $173, 053 03 $20. 975 21 $26, 485 91 $220,514 15 $2.59, 837 76 $13,773 38 $24, 670 28 $298,281 42 $909, 287 $41,520 $54, 600 $1, 005,407 EDUCATIONAL PROGRESS. The foregoing statements show progress during the past year in the following respects: increase in the value of school-property, $53,707 ; in the number of seats jjrovided for pupils, 430; in the number of teachers, 8; in the whole number of pupils enrolled, 1,215, of whom the white-schools gain 450 and the colored-schools 765. There is a very gratifying gain in the percentage of pupils enrolled in the white- schools of Georgetown. In 1871-’72, the iiercentage was 2».6; in 1872-73, it was 36.3. TOO MANY SCHOOL-BOARDS. The four independent systems of public schools in the District are still continued. Of the four boards of trustees, one controls the white-schools of Washington, one the white-scbools of Georgetown, one the colored-schools of Washington and Georgetown, and one the white- and colored -schools of the county, including all that portion of the District outside the cities. The power to apjioiut the trustees and officers of all the boards is vested in the governor of the District. CONSOLID.ATION OF SCHOOL-BOARDS RECOMMENDED. The experience of another year has strengthened the opinion, expressed in the last report, that a boaid of education for the District of Columbia should be created, with the members so selected as to fairly represent all the public schools in the District, and that to them should be transferred the powers relating to schools now vested in the legislative department of the District-government, and such powers now exercised by the trustees as may be necessary to secure uniform and efficient administration of the DISTRICT OF COLUMBIA. 435 several systems. It would not, however, he considered advisable, for a time at least, to have this entirely supersede the present organizations. STATISTICS OF riTBLIC SCHOOLS FOR WHITE CHILDREN OF WASHINGTON. Hon. J. OuMOND Wilson, Superintendent. White population . . 73, 731 White school-population— males, 8,371 ; females, 9,032 . 17, 403 Xumber of pupils enrolled in white public schools — males, 4,521 ; females, 4,414 . 8,935 Average enrollment . (>, 980 Average attendance . 6,417 Per cent, of the whole school-jiopulation enrolled . 51 Per cent, of attendance upon total enrollment . 71.8 Per cent, of attendance upon average enrollment . 93 Number of ])upils in ])rivate schools . . . 5, 414 Number of regular teachers in public schools . 13,3 Number of special teachers in public schools . 8 Whole number of teachers — males, 10 ; females, 131 . 141 Average salary of teachers per aniiuiu . $757 26 Number of school-buildiugs owned . 14 Number of school-rooms — owned, 96; rented, 37 . 1.33 Nuudier of seats for pu[)ils . 7, 996 Value of school-property . $6.59,477 00 Amount paid for teachers’ salaries . 106,774 21 Amount paid for incidental expenses . 53,794 08 Amount paid for permanent improvements . . .. . 62, 171 63 Total payments during the year . 2.59, 837 76 Total receipts . 173, 053 03 Excess of payments over receipts . 86, 784 73 Total cost of education per pupil... . 23 30 SCHOOL-ACCOMMODATIONS. The efficiency of the schools is seriously impaired by the inadequacy of school-accom¬ modations. With a school-population of 17,403, seats are provided for only 7,996. The rooms rented for school-purposes are, in most cases, entirely unsuitable, while their annual rent adds about $12,UG0 to the incidental expenses of the schools. In view of the present and prospective want of scliool-accomuiodations and funds, attention is called to the subject of half-day-schools. In two instances these have been organized in the lowest grades. ATTENDANCE. The attendance in the public schools was lessened to a considerable extent by the prevalenci? of small-pox in certain parts of the city for several mouths. Notwith¬ standing this, there has been an increase of 171 in the total enrollment, of 156 in the average enrollment, and of 186 in the average attendance. The percentage of attend¬ ance upon the average enrollment was 93 against 92.5 for last year. Each month had an average of 3,455 pupils present every session, and 724 pupils were not once absent during the entire year. The whole number of cases of tardiness was 5,113. This is 1,764 cases less than last year. DISCIPLINE. There have been 325 suspensions, 27(i less than the number last year, and 173 dis¬ missals, 124 less than last year. The number of cases of corporal punishment was 4^9, which is 62 more than the number for the previous year. Of 133 schools, there were 69 in which there was no corporal punishment, and the 64 in which it was resorted to were for the most part boys’ schools. COURSE OF STUDY. The division of the elementary course of instruction into eight distinct grades, the work of each to bo completed in one year, has done much to iiioniote the efficiency of the schools. A subdivision of these grades is considered., advisable, so that 1 he work ot each will require but half of a school-year; and the pupil who fails to accom])lish it satisfactorily will have to fall back only half a year, instead of a whole one. Thus one of the defects of a sti ictly graded school-system — a lack of adaptation to individ¬ ual requirements — will be somewhat lessened. Over 1,000 pupils in the grammar-schools are reported as Y>nrsiiiRg high-school-stud¬ ies. The necessity for a high school is urgent and constantly increasing. The present plan is not to be commended for either economy or efficiency. DRAWING. Drawing has been included in the regular list of studies since 1868 ; but the results of the attempts to give instruction in this branch have not been satisfactory. This want of success must be attributed to the failure to furnish teachers qualilied to give 436 REPORT OF THE COMMISSIONER OF EDUCATION, instruction, rather than to a lack of ability on the part of the pupils. A special teacher of drawiuo- has lately been appointed, who will instruct all the regular teachers in ele¬ mentary drawing. The pupils in the normal school will receive a thorough course of in¬ struction, and a class of advanced boys, who have given evidence of marked ability, is to receive a higher course of one or two yearsMnstruction from the special teacher. This plan is now being carried out in a most satisfactory manner. GEUM.VN". The attendance upon the classes in this study has been considerably less than that for last year and the progress made was not satisfactory to the committee. The prin¬ cipal reason for this probably lies in the fact that from the first this study has been entirely optional, and the trustees, feeling that the demand for it did not justify any interference with the programme of regular studies, have not allowed the recitations to occupy any portion of the school-sessions. The members of the board have refused to appoint special teachers of German for the school-year of 1873-’74 and have been unable to agree upon any satisfactory arrange¬ ment for the continuance of the stud}'. VOCAL MUSIC. This branch is under the care of a director of music with two assistant teachers. The following rules have been adopted: all other teachers are expected to co-operate with the teachers of music and render all the aid they can in that department. In addition to the time occupied by the teacher of music, at least forty minutes in every week are to be devoted by the teacher of each school in instructing the pupils in the theory of music. There is to be a recitation in music every day or on alternate clays, for which marks shall be given as for other lessons. FIXAXCIAL VIEW OF THE PUBLIC-SCHOOL-SYSTEM. The educational work of the city of Washington is conducted under circumstances of exceptional difficulty. The school-tax (amounting, during the last two years, to 4G.5 cents per annum on each $100 of taxable property) is larger than in any city in the United States. In comparing the taxable property and school-x>opulation of other cities with Wash¬ ington, the latter city shows apparently a large excess of school-popnlation. The rea¬ sons for this are obvious. On the one hand, about one-half of the property within the city-limits is exempt from taxation, the Government of the United States being the owner ; on the other, the school-population has been greatly increased, from two sources : the sudden and large influx of colored people during the late war and the great number of persons in the service of the National Government, few of whom acquire a permanent residence in the city. Almost one-third, 32.46 per cent., of the po])ulation is colored, and during the past year 30.79 per cent, of the whole number of pupils enrolled in the public schools of the city were children of persons in the employ of the United States Government. These two classes add greatly to the demand for schools, but do not perceptibly increase the revenues to maintain them. It is evident that the city cannot sustain the burden of taxation required to carry on the present system of public schools and that either assistance must be obtained from the General Government or a tuition-fee, covering the cost of education, must be exacted from those pupils who are not permanent residents of the city. The latter would be a measure greatly to be deprecated ; but, unless adequate means are provided for the support of the schools, all other efl'orts to advance them w'ill be of little avail. Notwithstanding these obstacles and hinderances, much has been accomplished during the last few years. ‘‘During the period commenced July 1, 1871, and ended June 30, 1873, the District-government has expended for the public schools of the city all the revenue derived from the school-tax and a sum over and above this amounting to $193,826.73. Since 1863 the city has built uj) an excellent system of j)ublic schools for colored children, of whom over 4,000 are now enrolled. Besides paying the current expenses of these schools, it has provided for their permanent use sites and school- buildings now valued at $250,000. During the same period (the last ten years) the Dis¬ trict of Columbia has invested $1,000,000 in property for the permanent use of its pub¬ lic schools. Surely this is a fair record for the last decade.” RECOMMEND ATIOXS. The superintendent repeats the recommendations contained in his last report for the establishment of a high school and the erection of a suitable building for the female- schools of the second district. He also recommends: (l)the establishment of sixteen additional intermediate schools ; (2) that the salary of the principal of each male-gram¬ mar-school I fixed at $1,800, with an annual increase of $100 until it reaches a max¬ imum of $2,000 ; and the salary of each assistant in said school be fixed at $1,200, with an annual increase of $100 until it reaches a maximum of $1,400 ; (3) that the “fund to endow the public schools,” now amounting to about $80,000, be used to purchase a site and commence the erection of a high school; that a vigorous effort be made to induce Congress during its present session to give some aid, by a donation of public lauds or money, to the public schools of the District of Columbia. DISTRICT ^ OF COLUMBIA. 437 NORMAL SCHOOLS. By an act of the legislative assembly, apiiroved June 23, 1873, the trustees were authorized to establish a uoriual school. The uuuiber of prijiils is liniited to twenty. Each candidate for admission must be 17 years of age and must have been a ])npil of a female grammar-department of the ])nblic schools of Washington. The course of study is to be strictly professional and limited to one year. Each graduate shall receive a certificate, which shall be equivalent to a primary certificate. Gradu¬ ates from the normal school who have taught in the public schools of Washington one year, and given satisfactory evidence of their ability to govern and conduct a school, shall be entitled to receive diplomas, which shall be equivalent to intermediate certifi¬ cates. It is expressly pro\ ided by law “that the graduates of this school shall have preference in all cases when appoinrments of teachers for the public scliools are to be made.” The average number of new teachers required annually during the past three years has been from fifteen to twenty ; aud if the normal school be liberally suppoi ted and efficiently conducted, it will, without doubt, supply an adequate number of well- qualified teachers to meet the future demads of the schools. The female teachers of the public schools of the city now constitute 95 per cent, of the entire corps ; and the demand for male teachers is, therefore, so slight that no necessity exists for any provision for their education in the normal school. STATISTICS OF PUBLIC SCHOOLS FOR COLORED CHILDREN OF WASHINGTON AND GEORGETOWN. Hon. George F. T. Cook, Superintendent. Colored school-population of Washington and Georgetown . 9,323 Number of children in public colored-schools . 5, 133 Average number enrolled . 3,573 Average attendance . . . 3, 335 Per cent, of attendance . 94. 7 Number of school-houses — owned, 9; rented, 4 . 13 Number of sittings in all the school-houses . 4,322 Number of teachers, (female, 83 ; male, 2) . 85 Number of schools, (primary, 44; secondary, 15 ; intermediate, 10 ; grammar,?) .. 76 Average number of pupils to a teacher . 49 Average monthly i)ay of teachers . $65 COMPARISON OF STATISTICS FOR THE YEARS 1869 TO 1873. . 1869-’70. 1870-’71. 1871-’72. 1872-’7.3. Largest number of schools.... . 66 68 75 76 Average number of schools. _ _ _ _ _ _ _ _ .... _ 6.3 66 74 73 Whole number enrolled . . . . . 3, 650 3, 082 2, 748 27, 775 2. 7 4, 986 3, 075 2, 775 4, 661 5, 188 Average number enrolled . . 3 480 3, 578 Average number in daily attendance . 3, 261 3, 385 5. 976 Cases of tardiness . . . 23, 984 15, 080 1.3 Percentage of tardiness . 2.3 . 5 Percentage of attendance . 89 90.2 93.6 947 COURSE OF STUDY. In accordance with the recommendation contained in the last report, the course of study has been revised, the revision to take effect at the commencement of the school- year of 1873-’74. The present course, in the length of time (se\Am years) required for its completion and the amount of instruction it covers, is well adapted for the schools at present, though a higher standard will be advisable, aud, doubtless, even demanded in a few years. The classification of the schools has also been changed by omitting the secondary and intermediate grades. The grades are now primary, grammar, and high. DRAWING. Drawing has been introduced into all the grades with marked success. A special drawing-teacher has been appointed, and a normal class has been formed for the instruction of the regular teachers. Each teacher in turn is required to take charge of the normal class, under the observation, aud subject to the criticism, of the siiecial teacher. This affords the best possible preparation for giving instruction to their respective classes. TEACHERS. In these schools, all teachers, wdthout regard to the extent or degree of their general qualifications, receive the same salary. The only distinction made is that oue year’s experience in them entitles the teacher to an increase of $100 in salary. Some system for determining and classifying teacherships is considered necessary. It is therefore 438 REPORT OF THE COMMISSIONER OF EDUCATION.' 4 recorura ended that certificates he issued of different (grades and that the salary of the teacher he based upon the grade of certificate she holds. Teachers holding a low grade of certificate may procure a higher one by passing an examination. RECOMMENDATIONS. In view of the inadequacy of the present siihool-accommodations, the superintend¬ ent repeats the recommendations contained in his last report : (1) That a site be purchased in the second district and a building erected sufficient to accommodate at least twelve schools. (2) That the buildings in the fourth district be disposed of and another erected which will afford greater and better accommodation. (3) That the miserable site and building in Georgetown be also disposed of and a building erected in a more convenient locality. (4) That a central site be purchased for a building for the high school, both for the convenience of that school and to obtain, for their intended uses, the rooms in which it is now located. The establishment of a teachers’ library is recommended ; also the adoption of some judicious system of annual rewards — as diplomas, books, and medals — to deserving pupils. Statistical summary of universities and colleges. Statistical summary of schools for g)rofessional instruction . Names of schools for professional instruc¬ tion. Corps of instrucxion. j Endowed professoi ships. [ Number of students. Corporate property, &c. Number of volumes in library. Amount of proper¬ ty of corporation. Value of grounds and buildings. Amount of produc¬ tive iunds. Income from pro¬ ductive funds. Receipts for last yearfi om all other sources. SCHOOLS OF THEOLOGY. Theologic department, Howard Univer- ssity . . . . 6 7 G 4 3 .... 28 50 140 50 35 GOO 500 500 Spminpry .. _ _ _ $15, OCO SCHOOLS OF LAW. Inw-^f'.hool . _ _ Jjt4 rv - •«: r» ].^ r\ A ] (^^a n f t.y Law-school Howard Univei’siiy . tJiii ^ y j ... * 500 SCHOOLS OF MEDICINE. Medical department, Columbian University. IMcdiciil (iGpcirtiTi6iit, CxBor^Btown X_Itiiv6rsity. 13 55 Medical department, Howard University ... 10 3 18 35 1400 $1, 050 * Property not separate from that of the university, f Apparatus. DISTEICT OF COLUMBIA. 439 COLUMBIAN UNIVERSITY. The Colninhiaii College was organized hy act of Congress in the year 1821. The reg¬ ular exercises cotninenced in January, 1822, the medical de])aitnient in the same year, and the law-department in 1826. The president is James C. Welling, LL. D., profes¬ sor of moral and intellectual philosophy and history. By an act of Congress approved March 3, 1873, the title of Columhian College was changed to the Columbian University. The university consists of three departments, viz: (1) the academic, includiiig nine tutors ; (2) the law, with five professors and two lecturers ; (3) the medical, with eight professors, not including several emeritus professors. At present the law-school has about 150 students ; the medical, .55 ; and the academic, 120. At the last commencement the academic school graduated 8, the medical school 10, and the law-school 44 students. GEORGETOWN COLLEGE. Georgetown College, Rev. P. F. Healy, S. J., president, is on the heights of George¬ town. Founded iu 1789, Congress, in 1815, granted it the charter of a university, with the right to confer degrees. Under this charter, departments of law and medicine have been organized, iu addition to the classic department — the former in 1870, the latter iu 1851. The classic department, to which is joined a preparatory school, is under the direc¬ tion of ecclesiastics, but no religious tests are required of students entering. The cur¬ riculum embraces all the studies necessary to a liberal education, iu addition to the ordinary English branches. The concluding year of the college-course is devoted to mental philosophy. A post-graduate-course is also available, embracing natural right; the fundamental principles of civil, political, and international law ; the critical history of xihilosophy, and special branches of science. Degrees, to be obtained, must be amply merited. The extensive premises attached to the college, embracing over 150 acres, are entirely devoted to the purposes of the college, with such additional provisirms for health and recreation as circumstances call for. Twenty professors and teachers are attached to this department, and six other officials, not engaged iu teaching. One hundred and eighty-seven students attended during the past year, of whom 11 graduated iu June, 1873. The attendance for 1873-’74 will somewhat exceed this number and 14 are ex¬ pected to graduate. The medical dei)artment in the city of Washington occupies buildings on the corner of Tenth and E streets. This department was attended during the past year by 56 students, of whom 24 graduated iu medicine iu March, 1873, and one in pharmacy. Its faculty embraces ten professors. The department of law occupies the former premises of Gonzaga College, F street, betAveeu Ninth and Tenth, Washington. Its students numbered 56 during the past year, of whom 23 graduated in June, 1873. Judge Charles P. James, LL. D., presides over its faculty, assisted by 3 professors The president of Georgetown College is at the head of all the departments and con- fers the degrees in each. IT O'WARD UNIVERSITY. Howard University, General O. O. Howard, LL. 1)., president, is near the head of Seventh street, outside of the northern boundary of Washington, and overlooking the city. It forms a part of a general system of institutions of learning wffiich have grown out of the action of benevolent associations in concert wdth the Freeduieu’s Bureau. Intended to be a national institution for higher education, including theology, medi¬ cine, hw, and agriculture, it is a university especially for colored men, though there is no designation of race or sex in the act of incorporation. There are eight build- imrs in use. The principal edifice, four stories iu height, contains rooms for lectures and recitations a chapel, library, philosophic rooms, museum, and offices, while the lodg¬ ing-halls have room for 4U0 pupils. Buildings foramedical department adjoin the university-park and a hosiiital connected '^’ith this department will accommodate 300 patients. The university consists of seven departments: the normal, with 114 students; the preparatory, w'ith 75; the collegiate, with 35 ; the commercial, w ith 30 ; the medical, with 19; the law', w’ith 35; and the theologic, with 29 students. It possesses libra¬ ries (law', theologic, and general) of over 8,000 volumes, a inineralogic cabinet, a mu¬ seum of curiosities, and a picture-gallery. About two-thirds of the students are of Afri¬ can descent; the remainder are of different nationalities, including whites, Indians, Chinamen, &c. AMERICAN UNION ACADEMY OF LITERATURE, SCIENCE, AND ART. The objects of this academy are “ to secure co-operation and concert of action in the advancement and diffusion of knowledge, to aid in qu Liles in any department of 440 REPORT OF THE COMMISSIONER OF EDUCATION. and to promote tlie elevation of taste in tliis community and tliroughont the country.” The academy is divided into several departments which embrace, among other things, mathematics, engineering, mechanics, chemistry, hygiene, ethics, natural history, literature, architecture, music, statistics, and political economy. The regular meetings are held on the second Monday of each month. At these meet¬ ings papers approved for reading by the appropriate committees are read, discus.sions held, and cpieries answered. Any visitor may be inyited to speak or any special topic may be introduced for consideration. COLUMBIA INSTITUTION FOR THE DEAF AND DUMB. This institution, E. M. Gallaudet, Ph. D., LL. D., president, originated by Hon. Amos Kendall and chartered by Congress February 16, 1^57, is near the junction of M and Boundary streets, northeast, and is the only deaf-mute-college in the world. The object of its founders was in part to prove that persons deprived of hearing and speech could engage successfully in- the advanced studies pursued in colleges for the hearing and still more to afford to a class of persons already numerous, and increasing with the population, an oportuuity to secure the advantages of a thorough course of training in literature and liberal arts. Seven professors, including the president, are employed and the course of study is substantially the same as in other colleges. The students are taught by signs and the finger-alphabet; but the time consumed in pursuing the studies of the prejiaratory department and the college proper is no longer than that required by other colleges. There is a department especially for residents of the District of Columbia and the chil¬ dren of soldiers and sailors. About seven years are required to complete the course of studies in this department and about four years in the National Deaf-Mute College. Instruction in articulation is given those who promise to profit by it. A small library, supported wholly by the students, and a reading-room are attached to the institution. President Gallaudet, who has been abroad for health, has returned, and resumed the duties of his position in September, 1873, with health fully restored. THE NATIONAL COLLEGE OF PHARMACY, Organized in November, 1872, is now in successful operation. About 30 students were in attendance during the year. There were 4 students graduated during the same j)eriod. The lectures, which embrace materia medica and botany, practical chemis¬ try, and the theory and practice of pharmacy, are delivered by competent professors. The degree conferred at graduation is that of doctor of i)harmacy. Mr. W. S. Thompson is president of the college, which was incorporated under the general incorporation-act of Congress ajiplicable to corporations in the District of Columbia. THE WASHINGTON BUSINESS-COLLEGE. The 'Washington Business-College, Henry C. Spencer, president, is one of the inter¬ national association of business-colleges in the principal cities of the United States and 'Canada. The course of instruction is designed to qualify young men and women for business and the United States civil service. Day-sessions are for students wlio devote their whole time to the course, and evening-sessions for men, women, and youth who .are obliged to work during the day. Average membership — males, 100 ; females, 60. NATIONAL UNIVERSITY LAW-SCHOOL. This department, located at No. 428 Seventh street, is now in the fourth year of its existence and was established as a department of a proposed national university. The chancellor is the President of the United States, ex officio; the vice-chancellor. Professor W. B. Wedgwood, LL. D. ; G. W. Paschal, president of the regents; T. C. Connelly, secretary ; the law-professors being Judges Joseph Casey and Arthur MacArthur and Professor Wedgwood. Since the organization of the college, instruction has been given to 275 students. All the officers of the college serve gratuitously and the students are charged only a sufficient sum to cover expenses. Recitations are held daily and lectures are given on Monday and Thursday evenings by members of the bar. During the yeiu- over one hundred students entered the deiiartment. There were 32 graduates at the.commencement in May of the present year. THE CORCORAN ART-GALLERY. This contains a valuable collection of paintings and statuary, (among the latter, Powers’s •“ Greek Slave,”) valued at over one hundred thousand dollars. It was dona¬ ted in 1869, by Mr. W. W. Corcoran, to a board of trustees, of which Mr. James M. ■Carlisle is chairman, “ for the purpose of encouraging American genius in the produc- -tiou and preservation of works pertaining to the fine arts and kindred objects.” It is the intention of the trustees to establish a school of design in connection with the gallery and to make additions to the latter aLUiually The value of the gift, including the building, which is worth |250,000, is over $1,060,000, the endowment-fund being DISTRICT OF COLUMBIA. 441 about $800,000. During the year about $40,000 worth of paintings and bronze- ware, purchased in Europe, has been added to the gallery, which was formally dedicated and opened to the i^ublic early in the winter of 1873-’74. No admission-fee will be charged visitors on Tuesday, Thursday, and Saturday of each week; on other days an admission- fee of 25 cents will be required. It is probable that eventually the gallery will be free to the public at all times. THE SMITHSONIAN INSTITUTION, Chartered by Congress in August, 1846. This institution is for “ the increase and diffusion of knowlege among men.’’ An account of the system pursued in it and of its museum and library was given in the report of this Bureau for 1871. The institution has a system of international exchange, through which it distributes, not only its own publications to institutions in every part of the world, but also those of nearly all the scientific and literary societies of the United States. The number of its foreign correspondents is at present about 1,950, from which it receives annually copies of all the important transactions and proceedings of the learned societies of the world. Through this system of exchange it collected a most valuable library, which a few years since was incorporated with the Library of Congress. This system of ex¬ change includes specimens of natural history. The President of the United States is, ex officio, presiding officer of the institution. Chief Justice Chase, at the time of his death, was president of the board ot I'egents. The following are regents of the Smithsonian Institution for 1874: Henry 'Vilson, Vice-President of the United States; M. R. Waite, Chief Justice of the Supreme Court of the United States ; Alexander R. Shepherd, Governor of the District of Columbia ; Hannibal Hamlin, John W. Stevenson, and A. H. Sargent, of the United State Senate; Samuel S. Cox, E. R. Hoar, and G. W. Hazeltou, of the House of Representatives; John McLean, citizen of New jersey ; Peter Parker and William T. Sherman, citizens of Washington ; Asa Gray, citizen of Massachusetts ; J. D. Dana, citizen of Connecticut ; and Henry Copp6e, citizen of Pennsylvania. WAYLAND SEMINARY. This institution has for its object the education of preachers and teachers for the colored people. It now occupies new buildings upon Meridian Hill, on Sixteenth street. The American Baptist Home Mission Society has the general charge of the support of the school. The school has three departments: theologic, academic, and normal. The number of students during the past year was 85, of whom 70 were males and 15 females. The instructors are a principal and four assistants. The corner stone of a nev' building for the seminary was laid, with appropriate ceremonies, on Meridian Hill September 22, 1873. THE EINTHICUM FUND. Several years ago the late Edward Linthicum, of Georgetown, District of Columbia, lelt the sum of $50,000 to a board of trustees, for the purpose of esrablishiug “ a school for indigent whites.” The bequest now amounts to $55,000. The trustees of this fund have recently loaned the board of school-house-trustees of Georgetown $40,000 of the fund to aid the latter in the work of building a public high school. In consideration of this the school-trustees are to give the trustees of the fund the use of a room and a large hall in the new building. In this large hall the trustees of the fund propose to establish a night-school. It is also their purpose to give occasional courses of lectures in this hall. UNITED STATES NAVAL OBSERVATORY. The great equatorial telescojie. — The great equatorial telescope, (the largest in the world,) for the construction of which Congress, several years since, api)ropiiated $50,000, has been completed, and in November of the year 1873 was mounted at the United States Naval Observatory. The instrument is of American manufacture, the only foreign element in its construction being the optical glass in the lenses. The difiierent parts of the instrument are so finely proportioned that its immensity is lost sight of, and the visitor at first might not give full eredit to its vast dimensions. The protecting building is circular in form and about forty feet in diameter, and is surmounted by a dome of the same diameter, resting on a circular system of wheels, so that it may be readily revolved through the whole or part of a circle. The dome is provided with an opening six feet in width from the horizon to a little beyond the zenith; this is protected by a sliding shutter. The telescope is equatorially mounted ; thut is, it has two axes of motion, at right angles to <*ach other, one of which is parallel to the earth’s axis ; consequently the telescope may be made to follow the diurnal movement of a heavenly body by revolving it on this latter axis alone, which is commonly called the polar axis, because it is directed toward the pole of the heavens. The instrument rests on a pier of stone- and brick-work. The optical glass is twenty-six inches in diameter and cost $7,000. The instrument is furnished 442 REPORT OF THE COMMISSIONER OF EDUCATION. finely-graduated declination- and lionr-circles. For reading the circles, the divi¬ sions under the reading-microscope are illnniiuated by passing a powerful current of electricity through a small iilatiuum wire, which is thereby raised to a white heat. The two microscopes for reading the decliiiatiou-circie are so situated that they may be read by tlie observer while at the eye-piece of the telescope. The pier of the instru¬ ment contains an archway, in which is mounted the clock-work which moves the tel¬ escope, so that an object may be held in the field of view as long as may be desired. The motive-power is a reaction-wheel, driven by aqueduct- water at the rate of three turns in a second. The regulating-apparatus is a conical pendulum, revolving once in two seconds, which is automatically controlled by an electro-magnet, which permits friction on a revolving-disk when the velocity is too great and removes it when it is too little. This remarkable instrument promises to play an important part in future astronomic investigations. THE STGXAL-OFFICE OF THE ARMY. The United States signal-service may properly be classed among national educa¬ tional agencies in the particular branch of meteorology. The special duty of dissem- iuatiug meteorologic information was assigned the Signal-Corps in 1870, in deference to a popular desire for weather-forecasts and especially for the benefit of commerce and agriculture. There are now ninety-two stations from w^hich observations are made, and on the reports from these stations the tri-daily reports of the Signal-Office are compiled. A scientific library of 2,470 volumes, exclusive of pamphlets, max^s, and charts, is attached to the office. THE BOTANIC GARDEN Is located a few hundred yards west of the Capitol and contains over 4,000 species of plants. In the conservatories the x>lants are arranged geograxjhically and in the grounds outside according to Gray’s M mual of Botany. The collection is being con¬ tinually enlarged by purchase, by exchanges with foreign conservatories, and by con¬ tributions from United States diplomatic agents abroad. A lecture-room has recently been attached to the garden, where students in botany may at all times pursue their investigations. During the xiast year the wooden structures in the grounds have been reidaced by substantial iron buildings. The garden was established in 1858. PUBLIC LIBRARIES. The Lihrary of Congress now comprises a most extensive collection of books in every department of science and literature. To it have been added, within the iiast few years, the library of the Smithsonian Institution, the copyright-library of the Patent-Office, the law-library of the Supreme Court, and the valuable historic library of Peter Force. Its collection numbers over 250,000 volumes, being the largest in the United States. Congress axipropriates $10,000 annually for the ipcrease of the library, and has further enacted that two copies of every book copyrighted in the United States shall be deposited here, the office of the Librarian being the xilace of entry for all copyright-publications. Any person is allowed to examine the books, but none are permitted to be taken away except by the President of the United States, the Vice-President, members of the Senate and House of Rexiresentatives, judges of the Supreme Court, Cabinet-officers, the Diplomatic Corps, aud a few other high officials. This truly national collection is very seriously cramxied for room, and x^laus for a new library-building have been in¬ vited, which Congress will doubtless authorize to be erected during the coming year. Mr. A. R. Spolford is librarian. The lihrary of the Surejeon-GeneraVs Office contains 25,500 volumes and 18,000 pam- Xihlets, xirincipally on medical and surgical subjects. Some of these works are very rare aud valuable and date back to 1470. The catalogue of the library contains over 50,000 titles and includes 6,850 volumes of medical journals. Congress annually appropriates a certain sum for the xmrchase of books. The appropriation for 1873 was $5,000. About 500 volumes aud a large number of x^amphlets have been added during the year. The library, which is accessible to all, is invaluable to students of medicine and surgery. Tlte library of the Department of Agriculture contains over 6,000 volumes. Among other recent acquisitionsareSowerby’sEnglish Botany, in 11 volumes, royal octavo, a very full view of British xilants ; the Flora Fran5aise, in several folio-volumes; Siebold’s Flora Japohica ; the Botany of the Himalaya Mountains ; and many other elegantly-illus¬ trated volumes. The collection is yearly swelled by the choicest productions of the foreign scientilic and industrial press, especially from that of France and Germany. Exchanges are at X'reseut made with over 1,500 native and 300 foreign societies. The library of the Xavy Department contains about 3,200 volumes, a large number of which are of a historic aud scientilic character, relating especially to naval affairs. A number of these are printed in foreign languages. The library also contains a large number of volumes of congressional enactments, executive documents, &c., and some works of a miscellaneous nature. As the Department is at present cramped for room, DISTRICT OF COLUMBIA. 443 no additions aro being made to the collection. Books may be withdrawn by employes of the Department. The lihrari/ of the TVar Department nnmbers 11,470 volumes, whieh include a law- library of 2,000 volumes. During the year nearly 500 new volumes have been added. About 50 ])er ceut. of the books are works on military scieuee; 25 ])er cent, are books of reference, such as encyclopedias, congressional debates, and laws, &c., while the remainder are of a miscellaneous character. Small additions are made to the library annually. Books cannot be withdrawn except by employ6s of the Depart¬ ment. The lihrary of the Patent-Office comprises 22,800 volumes, mainly of a technologic character, and intended to illustrate the progress of invention in all countries. It contains many rare wmrks and is accessible to everybody, but no books can be with¬ drawn, as the library is . for reference only. Several hundred volumes are added to the collection annually. The library of the Department of the Interior contains 4,901 volumes of a miscellaneous character. The books can be withdrawn by employes of the Department only. Sev¬ eral hundred volumes are added annually. The Bureau of Education, connected with this Department, possesses a unique col¬ lection of old and rare educational works, especially relating to the history of educa¬ tional lu'ogress, as well as a small miscellaneous library, with the new books relating to education and large collections of catalogues, documents, and pamphlets relating to schools and school-systems in this and other countries, being especially rich in recent foreign educational reports. The library of the Treasury Department contains 8,355 volumes, of which 3,600 volumes were added during the ]>reseut year. The library contains a large number of works of reference. It also possesses a copy of ail the correspondence of the office of the Secretary of the Treasury from 1789 to date and some rare old works. A few volumes are added yearly. The books can be withdrawn only by employes of the Department. The library of the Department of State, which was established by Thomas Jefferson, first Secretary of State, contains about 17,000 volumes, mainly of a miscellaneous char¬ acter, and embraces a large number of works on diplomacy, international law, &c. Books may be withdrawn by the employes of the Department and members of the diplomatic corps. Small additions are made yearly. The library of the Academy of the Visitation, Georgetown, District of Columbia, con¬ tains between 5,000 and 6,000 volumes of a miscellaneous character. The books are accessible to the female students of the institution only. Under this head it may be stated that Mr. George Peabody, the philanthropist, sev¬ eral years before his death, gave the sum of $15,000 to a board of trustees as the nucleus of a public library in Georgetown, District of Columbia. The library has never been established, and the fund now amounts to about $23,000. The trustees have under consideration a preposition fr- m the board of trustees < f the public schools ot Georgetown to loan a portion ot this sum to the la' ter body, in return for which the school-trustees agree to give the trustees of the Peabody fund suitable accommodation for a public library in the new high-school-buildiug, now in process of erection in Geoigetown. The library of the TVashine/ton Library Company and the Young Men’s Christian ^.ssoci- ation is located in Lincoln Hall and contains 12,500 volumes of a miscellaneous character. It is in charge wf the YouT)g Men’s Christian Association. The library is accessible to all, but books can be withdrawn only by subscribers. Small additions aro made to the collection annually. The Odd-Felloivs Library comprises 3,500 volumes of a miscellaneous character. The use of the library is restricted to members of the order of Odd-Fellows aud to 1 he widows aud childreu of deceased members. The collection is increased by the addi¬ tion of a few volumes yeaily. The document-libraries of the Senate and House of Pepresentatives contain nearly 100,000 volumes of congressional documents, reports, debates, &c. The library of the Naval Observatory consists of more than 6,000 volumes, mostly as¬ tronomic in character, but includes many works on other branches of science and higher matematics. The Maso)dc Library consists of 1,000 bound and 2,150 unbound volumes. These in¬ clude about 200 excellent standard works and 300 novels, magazines, aud miscellaneous works. Of the bound volumes, seven-eighths are of a Masonic character. The books are accessible to members of the Masonic fraternity only. MUSEUMS. The Army Medical Museum. — J’his, a branch of the Snrgeon-GcTieral’s Office, is an outgrowth of the great rebellion and is located in what was Ford’s theater, on Tenth street, between E aud F. The collections of the museum are divided into sections, as follows: (1) The sur¬ gical section, containing 6,500 specimens, showing the effects of missiles of every variety 444 REPORT OF THE COMMISSIONER OF EDUCATION. on all parts of tlie human body. (2) The medical section, containing 1,500 specimens, the majoritj^ of ^Yhich illustrate morbid conditions of the internal organs in fever, chronic dysentery, &c. (3) The microscopic section contains 6,000 speciuiens, em¬ bracing dissevered tissues, dissevered organs, &c. (4) The anatomic section consists of skeletons, separated crania, (of which there are 1,000,) and the section of compara¬ tive anatoiny of 1,200 specimens. (5) The section of miscellaneous articles includes models of hospital-barracks, ambulances, and medical wagons, a collection of surgical instruments, samples of artificial limbs; &c. Congress annually appropriates $5,000 lor the museum. During the year 5,000 copies of the first two volumes, constituting Part 1 of the Medical and Surgical History of the War, were issued under authority of Congress. Two additional volumes, constituting the second part of the Medical and Surgical History of the War, are now in press. The museum of the Smithsonian Insiitntion. — For several years past Congress has annually appropriated $15,000 for the keeping of this museum. In 1872 that body also appropriated $15,000 to fit up large rooms for the better display of the specimens. A large hall has been opened during the year in the second story of the main building, in which a number of additional cases have been placed for the exhibition of curi¬ osities. The value of this museum to the student cannot be estimated- The museum of the Department of Agriculture. — This is in the large hall on the second floor of the building occupied by that Department. Attached to this museum are representations of various insects, with their transformations, showing such as are especially beneficial or injurious to the crops, together with specimens of our native birds: those which injure the crops and those which are beneficial by destroying such insects and worms as prey upon the cereals, fruits, &.C. The United States Fatent-bffice model-room, is located in the upper story of the Patent- Office l)uilding. This may very properly be reckoned among the museums, containing, as it does, for preservation, the largest and finest collection of models in the world, about 145,000 being ou exhibition and the collection being increased annually. During the i>ast year, some 23,000 models of rejected applications, representing all classes ol inventions, have been distributed among over seventy educational institutions through¬ out the United States, and an equal uuruber have probably been otherwise disposed of, under a late act of Congress, the object being to make room for models of patented inventions. Besides the models of patents, the gallery contains many curiosities of national interest, among which are the original Declaration of Independence, the com¬ mission of General Washington by the Continental Congress, articles of personal and household property, and camp-equipage used by the General in the revolutionary war. Here are also the sword and uniform of General Jackson, and a large number of swords, sabers, and other articles presented to naval officers on foreign duty. Besides the models required to be presented with each case capable of being so illustrated, draw¬ ings are required in all similar cases, and these are classified by subjects into groups, the latter being subdivided into sections, in which the drawings themselves are ar¬ ranged in folio-drawers alphabetically as respects the names of the inventors, in order to be convenient of access. Statisiical summary of cliarltahic avfl rcforma^ovij hwiilutions in the District of Columlna. DISTRICT OF COLUMBIA. 445 Staiisiical summav)/ of priva I e and denominational schools in Washington, District of Columlna, for 1873. 446 REPORT OF THE COMMISSIONER OF EDUCATION, DISTRICT OF COLUMBIA. 447 — S22S2221212 2 — 21 22i222'’'22!2 "^2 22 22° 2 tiin'^t^LOO ciiorr:i-iioin'4!:-ocovrco4>«!>ti:oio rriA'i Atcootc'-icotiiAti rij-!- tcco o 22: *•■^2^ 22222255 2^’^S22:i22g i?22 c5822S2SS2 gi2 °2g ^ 22^‘^2:Si 222i22S225*>g522:222:;g ^2^ ^S?}SSg§2| gig ^2 °2S g lls 5,70 111 Statistical suinmary of private and dowmmational schools in Washington, District of Cohimhia, for 1873 — Continued. 448 EEPORT OF THE COMMISSIONER OF EDUCATION. CJ O ^ 00 to •sndnd JO 9o3v 5 o ^ -i o ' ^ lO -- r • ^ o Cl o ” ^ ^ ^ *0oaBpuo:^)« •Avou siidnj •aaq> siTdnd ' ^ CO CCi/S O ' •p9qsiiqB;8a; CO rc cc cc o 00 OC OO 00 00 if ^ - T- - H ^ c-) ~ ® o 00'Xi'5<« — wo !- _ _ ... i, S 'O — — j} — r- cj o ® (X)-.c— . — S — lO^— ' — t^co p d c d 6 '.C c S o' d o' c o' d d 6 3 rt ^ ' ^.5 Z c«.5 ^ V ' -. S z c4 o.a o „ ' o S t !> ■“ ^ • gP3 Q. G J3 O .2 ^ " C S &£» |:|i3||i||||j| I o ^ o b C§:iiSig'cT:s-3 5bsaS‘^-t- . .»» . . . . .OC . 5 rt s OQ 9 =3 cfi ce S q o >.-7- o .3 PQO O o o o 33 .3 O — .2 ci cS - o o ce n. %a o « ^ ^ o 33 >* 30 » “c^i:9:3 r> t; t. G T^'o G ^ s i, ae O .(3 *3 '-CUfeCCCCOQ -.3 •G9::C****»»**»**fi • C— K,iiii,,»,|,w • C .2 “^ • * » * » I • ' « • ,5^ • * ? ! [ • • • ! • • * 02 c3 c ,o o .o .0 o .0 o O O ,0 -O .0 .0 c ^ COOOOOOOOOCOOCOOO^ OOOOOCOOCOOOOOOOO;^ Cl
  • 4 Statistical summary of private and denominational schools in Georgetown, District of Columbia, for 1873. DISTRICT OF COLUMBIA. 449 •sndnd JO saSy CO fji) lO o M o ira ^ irt CO CO lO CO CO oSBjaAV •Avon siidtilan, embodied in ininted form, for the government of schools. “ The necessity for sueh board is intensified for the reason that the masses of the lieojile are entirely unused to the advanced systems of free schools of the jiresent day and age, and, with few honorable excexfiions, are also unacquainted with the manage¬ ment of xmblic schools in any form. There is scarcely less need for jmblic-school- buil dings. ' “ There is also a want of uniform school-books in individual schools, and also of com¬ petent teachers, both in English and Spanish. Some standard of qualification among teachers should be adoxfied, and to that eud an examining officer or a board of exami¬ ners is an absolute necessity. It should also be their duty to visit and examine the schools at stated times. “The legislative assembly, now in session, shows a commendable interest in be¬ half of xmogress ; indeed, we may say is unanimously in favor of further legislation to that end. “A joint committee has been axipointed havingfor its object a revision of the assess¬ ment- and tax-laws, the imxu’ovement of the school-system, so as to admit a more gen¬ eral availability of its advantages, and an increase of the school-fund. It is confi¬ dently expected that minor differences about details will be harmonized and healthy Xirogress be the result. “ Of the people it is simple justice to say that as a class they are kind, hospitable, industrious, tractable, and law-abiding; and in point of morals and integrity they will compare favorably with very many who have enjoyed much greater advantages in life. Tliey x)ay their taxes as xn’omptlv and as fully as any people m the land and sub¬ mit as cheerfully when they are satisfied that a substantial xiublic good is to be the result.” FORMER CONDITION OF THE TERRITORY. “ It is well to bear in mind the entirely anomalous condition of the peoxile and Terri¬ tory, when compared witii any other State or Teiritory in the Union, and that the NEW MEXICO. 459 power has not in all cases been vouchsafed to human wisdom to eradicate the abuses of years in a day. New Mexico, before its acquisition by the United States, had been utterly neglected for generations by the government of Old Mexico in all things apper¬ taining to its material prosperity and social advancement ; and that the i)eople are only cognizant of a superior power as indicated in the presence of exacting revenue- officers, or the recruiting sergeants incident to the chaotic and turbulent state of a government beset with revolutions and counter-revolutions, which in effect were, of course, most paralyzing to productive industries, exhausting to accumulated resources, and which made even existence itself problematic. In those times, self-preservation, the first law of nature, became the chief thought in the family-circle and the main busi¬ ness of life with each family. There was no time, opportunity, or impulse for social or intellectual improvement, nor had there been for generations. Such, in brief, was the condition in which the Government found the people at the time the Territory be¬ came part of the Republic. They were, and likewise continued to be for a long time, beset on all sides by hostile and nomadic Indian tribes, embodiments of all the vil- lanies incident to unregenerate man, and also with not a few of the outlaws — h&ir- brained and graceless set — ever present on the frontier of an advancing American civ¬ ilization. Scarcely had the Government, through the civil and military authorities, made an impression towards bringing order out of chaos, when followed the rebellion, threatening the integrity and life of the nation, during which event, be it said to the credit of the people of New Mexico, they remained true to the flag and cheerfully con¬ tributed their quota of patriotic citizens towards the defense of her soil and the sup¬ pression of the rebellion. This event, of course, still further kept education and prog¬ ress in abeyance.” EDUCATIONAL PEOSPECTS. “Under the protection which they have enjoyed from the Government, more partic¬ ularly for the past few years, and the freedom from oppression of the old government and resultant prosperity, they are coming to think of those matters calculated to bet¬ ter their condition in life ; and not the least of these is education. “ New Mexico has, we submit, made a commendable start in educational interests. It will never be less, but, to the contrary, is destined to develop and grow with accel¬ erating progression, ever onward with the approach and advent of. railroads and tele¬ graphs, and the consequent development of its material resources, its rich and varied mining deposits, its extensive' agricultural, pastoral, and lumber-interests, and the manufactories, intelligent immigration, and general accessories that, hand in hand, naturally accompany, and which go to make the sum of the advancing elements of a higher civilization in store for the near future of New Mexico. “Very respectfully, “W. G. RITCH, “ Seci'etary of New Mexico f 460 REPORT OF THE COMMISSIONER OF EDUCATION. UTAH. [From biennial report of Hon. Eobert L. Campbell, territorial superintendent of common schools, for the term ended October 31, 1873.] FINANCIAL STATEMENT. Eeceipts. Amount of builclinnj-funcls raised . |44, .582 22 Amount of taxes approxiriated to the use of schools . 12, 885 41 TEACHERS AND THEIR PAY. Number of teachers — males, 177 ; females, 178 . 3.55 Amount paid to male teachers . . - . $55, 092 41 Amount paid to female teachers . 27, 80.3 50 Total paid to teachers . 82, 895 91 SCHOOL-POPULATION. Number of children of legal school-age, (from 4 to 16 years! — boys, 13,867 ; girls, 13, 856 . ' . . 27,725 ENROLLMENT AND ATTENDANCE. Number enrolled in public schools— males, 8,210 ; females, 7,860 . 16, 0/0 Percentage of enrollment . * 57.9 Average daily attendance.. . 11, 842 Percentage of school-population in actual attendance . 42. 7 SCHOOLS AND SCHOOL-DISTRICTS. Total number of school-districts . 202 Number of school-districts reported . 163 Number of schools . 251 Number of months school has been taught . 6. 7 The foregoing statement does not include the amount of school-enrollment in all the counties, the returns from some being, for various reasons, too imperfect to be tabu¬ lated. The present condition of school-buildings is reported “ good” in eleven counties, in three it is “ medium, ” and in one “ fair.” SCHOOLS OF SALT LAKE COUNTY. In his last report the county-superintendent of Salt Lake makes the following state¬ ment : “ The percentage of pupils enrolled is exceedingly low, and for the last few years has. gradually become less; not that there is really less school-attendance in this county, but for the following reasons : the Deseret University in 1869 commenced a model school, which received primary and intermediate pupils ; this institution has grown in public favor until, during the last year, it has had over 300 pupils enrolled in these de¬ partments. The St. Mark’s school, (Protestant-Episcopal,) established in 1867, has re¬ ceived public patronage to the same extent as the university, and has enrolled during the last year upwards of 300 primary and intermediate pupils.’^ The Rocky Mountain Conference Seminar}^ has enrolled during the same period about 220 pupils and the Morgan College had enrolled in March, 1873, 290 pupils. These popular institutions, all clustering around the heart of the city, have drawn largely from the public schools. “ In 1865, the percentage of enrollment for Salt Lake County was 69, while the per¬ centage of actual attendance exceeded 50. In 1866 it was nearly the same, while schools were kept open on an average throughout the county during each of these years eight months. Were the enrollment of the primary and iutermedate departments * This church has also two other schools ia the Territory: that of the Good Shepherds, at Ogden, with 55 male and 70 female pupils, and St. John’s, Logan, numbering 29 boys and 20 girls. The Rev. Mr. Turner, from whom this information is derived, says that there are no free schools in Salt Lake City. There are many Mormon schools, but not good ones. UTAH. 461 of these institutions added to the enrollment in the district-schools, the present year’s statistical table would show a percentage of about 62 and an actual attendance of up¬ wards of 50 per cent.” Amid the many discouragements attendant upon our efforts to elevate the school- interests of this county, it is gratifying to observe that the trustees have been able to keep schools open upon an average of seven months. ” Utah has improvised and sustained the present school-system without a dollar or an available acre of laud from the General Government. The superintendent of Salt Lake County, in his report to the territorial superintendent, presents some data obtained from the report of the Bureau of Education for 1872, showing that the average time schools are kept open in the thirty-nine States and Territories noted is a little more than six months in the year. Utah Territory keeps schools open longer during the year than some States which have a school-fund amounting to millions of dollars. “religious teaching. “The common school-code of Utah does not require nor authorize educators to incul¬ cate religious tenets, but all teachers are advised to open their schools by prayer and to inculcate the ‘ fear of God,’ and morality, both by j)recept and example. “ SCHOOL-HOUSES. “The erection of so many new school-houses throughout the Territory is a matter of cougratulatiou and reflects ranch credit on the trustees in the respective districts which have stepped forward in this direction. Most of the buildings are very substan¬ tial, and though little unnecessary expense has been lavished to put on style and orna¬ ment, yet some of those recently erected in Salt Lake County are handsome edifices. The subject of properly heating and ventilating school-rooms should receive more attention. “ ‘ NO-SCHOOL ’ SYSTEM. “It may spund strange to those who have inveighed so mueh against our ‘no-school system ’ to state that little more is needed on our statutes other than that which is already enacted, until means become available or until the school-lands and the mu¬ nificent grants given by Congress to States niay be accorded to Utah, when she shall be clothed with the robes of State-sovereignty. Perhaps there are few States in the Union — the superintendent does not know of any — where so high a jiercentage is col¬ lectable by statute, as there is in Utah Territory, for school-purposes. “cities. “It is the opinion of the superintendent that Salt Lake, and perhaps other cities, should have a city-school-system. Since 1872 there are statutory jirovisions which give the right to certain cities to regulate and control public schools.. “labors of the superintendent. “ The superintendent in 1872 visited many of the counties, and during the year 1875 nearly all the eouuties, in the Territory, and counseled with the county-superintend¬ ents, school-trustees, and teachers, in relation to the educational interests of their respective districts, and delivered addresses, wherever opportunity presented, on educa¬ tional and kindred subjects. In his intercourse with the county-courts, the superin¬ tendent found that many members thereof were in favor of appropriating a certain percentage of their yearly revenue to aid the common schools ot their county. A few of the probate-judges signified their willingness to join in petitioning the legislative assembly to designate the amount of percentage to be thus applied. Some were in favor of 15, others of 25, per eent. “ recommendations. “ Drawing, sewing, and vocal music should be taught in eommon schools. The county-supeiintendeuts should be authorized to collect statistics of private and night- schools and allowed a small amount to procure them where not obtainable gratui¬ tously. “ NORMAL schools. “ A few years ago there were presented in the house of representatives, simultane¬ ously, two bills looking to the establishment of a normal school, wherein advaneed pu¬ pils who proposed to become teachers might receive special training for the profession. Neither of the bills was passed, but in lieu thereof it was proposed to ingraft upon the university a normal course ; but no appropriation at that session was made to aid the university financially, and, as might have been expected, the executive committee, to whose hands its financial interests were committed, were embarrassed, and labored under difficulties which they found themselves impotent to remove. “ In the absence of a normal sehool, the superintehdent believes it necessary to pro- 462 EEPORT OF THE COMMISSIONER OF EDUCATION. vido for institutes, to be held in all the counties, where the teachers and advanced jnipils can meet, and, under the superintendence and instruction of a competent instrnctor, be qualified to do better and more efficient work in the school-room. If in States where normal schools are sustained this work is deemed necessary, how much more needful in our Territory, where normal training has not been extensive. In these institutes the importance of moral training should receive special attention. “ FIRST NORMAL SCHOOL OR INSTITUTE IN UTAH. “In July last the superintendent called together the teachers throughout the Terri¬ tory for the ])urpose of instruction and improvement. Some of those called to act as teachers in Utah have had but limited opportunities of becoming acquainted with modern imxu'oved methods of instruction. The institute continued a month and had enrolled over one hundred advanced students and pupil teachers. The occasion was one of great benefit and was a season of rejoicing to the teachers. The superintendent was petitioned by all present to continue the same yearly. “Although there was no appropriation for the purpose, yet the superintendent pro¬ cured the means and hired Profs. John R. Park, Karl G. Maeser, W. N. Dusenberry, and Mary E. Cook, four of the most experienced instructors accessible, to teach in the institute, giving the conduct of the same to Dr. Park.” SCHOOL-LAW. The following law was approved February 20, 1874 : Section 1. Be it enacted by the yovernor and legislative assembly of the Territory of Utah, That $15,000 yearly, for the next two years, be, and the same is hereby, ap¬ propriated, out of any moneys not otherwise ajipropriated, for the use and benefit of common schools of this Territory, to be drawn and disbursed as provided in the fol¬ lowing sections of this act. Sec. 2. It shall be the duty of each county-superintendent of this Territory to re¬ port yearly, in the first week of November, to the territorial superintendent of schools, the number of all children between the ages of 4 and 16 years, in each district of his county, in accordance with the blank form in Section 18 of “An act providing for the establishment and support of common schools,” aiiproved January 18, 1866. Sec. 3. It shall be the duty of the territorial superintendent, on receipt of county- lists, in the first week of December of each year, to make a pro-rata dividend of the school-money to the various school-districts of the Territory, according to the number of all the children in the districts between the ages of 4 and 16 years, and for¬ ward one certified document to each county-superintendent, setting forth the amount allotted to each county, and one copy of each document to the territorial auditor, whose duty it shall be to issue a warrant to each county -treasurer on application therefor, setting forth the amount allotted to his county. Sec. 4. It shall be the duty of the trustees of each school-district in this Territory, to cause be be kept in their respective districts a good school at least three months in each year ; a failure to do so shall disqualify them from drawing their share of the public moneys, and said moneys shall revert to other districts of the countyi Sec. 5. On presentation of the auditor’s warrant, the territorial treasurer shall pay over to the county- treasurer such money as shall have been placed to the credit of the county of which he is treasurer, as per list filed in his office, taking receipt therefor. County-treasurers shall hold such money in their treasury subject to the order of county-superintendents, for payment to district-trustees, who shall, on presentation of the superintendent’s order, receive the same from county-treasurers, giving receipt therefor, and such money shall only be used in payment of teachers. Sec. 6. County-treasurers shall keep a separate account of the territorial school- moneys and make a report to their respective county-courts once in each year. Sec. 7. Any person having the care or management of the public moneys herein contemplated, and failing to comply with the requirements of this act, shall be deemed guilty of a misdemeanor, and, on conviction thereof in any court having com¬ petent jurisdiction, may be fined in any sum not exceeding $1,000 for each offense. Such fine shall revert to the school-fund of the county where such cause shall have originated, and no jiroperty shall be exempt from the payment of such fine. UTAH. 463 LIST OF SCHOOL-OFFICIALS IN UTAH. Hon. Robert L. Campbell, territorial superintendent of common sohools, Salt Lake City. COUNTY-SUPERINTENDENTS. County. Name. Post-office. Beaver. Brigham City. Smith held. Farmington, Parowan. Nephi. Box Slder _ ................. A. Christensen . Cache .................. _ _ Samuel Roskelly . T>n vis . _ _ -. .Jacob Miller _ _ _ Trnn _ _ W. C. McGregor ....... . . . . .T 11 ub _ _ ... _ _ Thomas Ord _ ..... _ ......... _ ...... Kane . . . Martin Slack . . . . . . Millard . E. M. Webb . Fillmore. IMorgan . J. R. Porter . . . Porterville. Piute.* . Rich . . Perry Nebeker _ _ ...... _ ....... _ Laketown. Salt Lake City. Manti City. Richfield. Coalville. Salt T.ake _ _ Robert, Ji Ga.mphell _ Sau Pete. . . William T. Reid . . . Sevier . Ha.ns P Miller _ _ _ _ Summit . John Boyden. _ _ _ _ .................. _ Tooele . . . . A . Galloway _ ........................... Tooele. Utah . W. N. Onsenberry . _ Provo. Wasatch . . Thomas R ( tiles _ _ Heber City. St. George. Ogden. Washington . . . . J. E. Johnson _ _ Weber . . . W. W. Burton ............................... * County abandoned in conseauence of Indian hostilities population returniup. 464 REPORT OF THE COMMISSIONER OF EDUCATION. WASHINOTOIV.* [From bienuial report of Hon. N. Hounds, territorial superintendent of public instruction, for the year ended September 30, 1873.] SCHOOL-STATISTICS. 1871-’72. 1872-’73. Increase. Number of school-districts _ _ _ _ _ _ 222 lt4 157 8, 290 3, 828 $29, 318 64 248 189 196 9, 949 5, 928 $44, 007 94 26 45 39 1, 659 2, 100 $14, 689 30 Nnmber of scliool-lionsp.s _ _ _ _ _ _ _ _ _ N.imbe.r of schools . . _ _ _ . _ Number of persons of school-age . Number attending school . . . Amount paid teachers . ATTENDANCE. In noticing the large gain in attendance during 1872, the superintendent says : “ This is attributable, in a great measure, no doubt, to the effect of the compulsory law.” LENGTH OF SCHOOL-TERM. The average period during which the schools are maintained is encouraging. In Jefferson County it is nine months ; in King, six months ; in four counties it is five months ; in five counties, four months ; and in the remaining counties, three months TEXT-BOOKS. The text-books recommended by the superintendent in the last report have been unanimously approved by the county-superintendents, all of whom express their willingness to adopt them. It is therefore now recommended that uniformity of text¬ books be secured by legislative action. The suggestion is that a law for this purpose embrace the following points: (1) Require the selected series to be uniformly used for a term of four or five years. (2) Let no change of books be made subsequently but by statute. (3) Allow one year from the passage of the act in which to complete the introduction of the legal series. (4) Make it penal for any district to continue the use of other books after that period. The recommended books are now in use, to a greater or less extent, in one-half the counties. EDUCATIONAL PROGRESS. There are encouraging signs of progress in education in Walla-Walla, Thurston,' and King Counties and in the city of Vancouver. The superintendent of Cowlitz County says: ‘‘It is gratifying to note the increasing interest in schools and educational mat¬ ters generally throughout the county. The people are moving in the right direction, and a much more favorable showing is anticipated at the close of the ensuing year than was ever before reported.” At Colfax, in Whitman County, a fine school-house has been built, costing $800. The superintendent remarks: “The cause of education would be greatly benefited if by some means a more thorough visitation by the county-superintendents could be secured.” Rev. George H. Atkinson writes, under date of July 11, 1873 : “ The school-sentiment is becoming stronger. Last week I was in Atalanam Valley, 200 miles northeast of Portland, and was gTad to find that four school-districts had been defined by the su¬ perintendent of Yakima County and two of them organized ; two good school-houses built, and schools in operation from three to six months in the year. This settlement is really but little more than three years old, though a few settlers were there in 1866-’67.” The same gentleman, under date of January 20, 1874, writes: “The town- and city- schools of Wasliiugton Territory flourish most in winter ; those in the country are held chiefly in summer, on account of sparse settlements and bad roads. “ Olympia has two district-schools, partly graded, with four or five teachers, and one seminary, first designed for girls, but now for bo3’^s also, with three teachers. Tacoma has one school, not yet graded. Seattle has one district, two school-buildings, and * lu formation has been received that the school-law has been revised somewhat in accordance with the action of th ■. territoi ial association, and that Mr. J. P. Judson has been elected superintendent of schools in place of Hon. Nelson Hounds, deceased. WASHINGTON. 465 three or four grades ; also the territorial university, well graded from primary to aca¬ demic studies. Port Madison has a small school ; Port Gamble, one larger ; Port Town¬ send, a school somewhat graded, with two teachers. Unity of effort and vigor of plan are needed to carry out and perfect the school-system of Washington Territory.” teachers’ institutes. During the past two years teachers’ institutes have been held at important points in the Territory. They were generally conducted with ability and success and have been of great profit to school-interests. It is recommended that institutes be held in every county where it is possible. A teachers’ association has been organized and will hold a session when the legisla¬ ture meets in Olympia. NORMAL AND GRADED SCHOOLS. The superintendent says : “ We shall feel, I hope, the importance of early establish¬ ing a normal school, to improve the qualifications of teachers, and also of establishing graded schools wherever practicable.” MORAL AND RELIGIOUS INSTRUCTION IN THE PUBLIC SCHOOLS. That portion of the school-law relating to moral and religious culture in the schools has attracted much attention on account of its importance, and in some localities has awakened opposition. These sections exact good moral character on the jiart of all teachers, and, anticipating that they will endeavor to promote the same character in their pupils, simply prohibit their teaching “ sectarian or denominational doctrines” and their using “ sectarian or denominational books ” in the schools. This, of course, does not exclude the reading of the Bible. The school-law is framed in accordance with the view that moral culture should be a constant and prominent object in the public schools of the Territory, and the legis¬ lature, while excluding all sectarian books and teachings, leaves the way open for in¬ struction in Christian morals and in all the fundamental religious principles which are the common ground of belief in a Christian nation. As this law is constitutional, so also it is founded on a wise and liberal policy, for all the religious elements which it is desired to cultivate in the schools are subscribed to by all denominations, and the objection that Protestants and Catholics cannot co-operate in the public-school- system falls to the ground. teachers’ CERTIFICATES. It is recommended that the territorial certificates given to teachers should continue valid for a period of three or four years, unless revoked for cause. Schools among Indians in Washington Territory. Reservation. Denomination. Post-office. Pupils, (estimate.) Chelialis ..................... Methodist . . . Olympia _ _ 15 Colville _ ............ _ Roman-Catholic . . 25 Makah _ ....... _ - _ Christian . . . . Neah Bay, Port Townsend. . . . 12 Puyallup _ _ _ ......... _ Presbyterian . Tacoma . 15 Quinaielt _ _ _ _ ...... _ Methodist . . Chehalis Point . 15 S’kokomiah _ Congregational _ _ _ ... Olvmpia _ _ _ 20 Tulalip . Roman-Catholic . 50 Y akima ................ Methodist . . . . Port Rimes _ _ _ _ _ 50 UNIVERSITY OF WASHINGTON TERRITORY. An impression has prevailed that this university has in part failed, in years past, from the want of primary and grammar-schools to furnish pupils prepared for the higher studies. To some extent this impression is correct. A university means an in¬ stitution for advanced classic, scientific, and professional culture; not for mere ele¬ mentary studies. But a new State or Territory must for the most part prepare its own pupils for these higher studies, or the university will be a failure. At this moment the regents seem to be uniting with President Hill and his lady to meet this defect. A published circular presents the following scheme, viz : two departments : a prepara¬ tory department, embracing all the studies of the primary, intermediate, and grammar- school-grades, (occupying eight years ;) and an academic department, with four courses, at the option of the student; either one occupying four years. But it has been suggested by a correspondent of the Seattle Dispatch that, unless there be a co-operation with this scheme throughout the Territory, there must be continued difficulty in securing well-i)repared college-students. He therefore suggests that there 30 E 4G6 REPORT OF THE COMMISSIONER OF EDUCATION. l)e adopted iu the public schools a course adapted to prepare students for the univer¬ sity. This union of plan and effort in grading and conducting all the schools of the Terri¬ tory would, he says, quickly give higher character and greater value to them all, and make the primary, grammar-, and university-schools in reality what each name imports. The school-system of the Territory would then be a unit in plan and complete in all its parts. An approach is made to this ideal in some of the older States. Towns elect a school- committee and authorize it to hire teachers and to pay them from the public-school- fuud, for the different districts ; also to establish new districts and erect school-houses. The town requires them also to establish a central high school, to which all pupils are admitted on examination. After a three-years course in the high school, the student receives his diploma and enters his chosen college or university, or goes into business- life. It would not seem difficult, he thinks, for the counties of Washington Territory to do iu this respect what towns do iu more thickly-settled States. For example ; Thurston County owns a good building at Olympia, now doing good service as a female-semina¬ ry, but only partially graded, which, at the^ expiration of the xjresent rental, might be made the county high school, supported from the county- and public-school-fuud, and pupils from every district in the county be entitled to admission on certificates of exami¬ nation and to enjoy its full course without charge for tuition. The local district-schools would adapt their grades with reference to the high school, and this would be adapted to the university-course. Those pupils who failed to complete the course would have all its benefits as far as they should go. The integrity of the system could be retained, and its details perfected, although districts might be slow to adopt it. King County could easily have a high school at Seattle, and Clark County at Vancouver, and other counties at their chief towns, to which the qualified scholars from all the districts could go free of charge and fit themselves for business or for the university. There would then be among the people a conscious power to control and improve the public schools and make them serve all the desirable purposes of educational institutions. The waste which annually occurs for lack of system could be thus easily avoided. A sense of real progress to something higher, even iu the humblest rural district, would stimulate teacher, parent, and pupil to improve every term with reference to the next step up¬ wards, and so to the end. Children iu the country would have their equal class-rank with those in town, and there would be less feverish desire to get into town to be edu¬ cated, while too young for its exposure, and at too great a cost for its benefits. Such a system would conduce to the employment of the best teachers and the use of uniform books; to the efficiency of teachers' institutes; and to a steadily improving public sentiment upon this whole subject. It would also attract a better class of population, that would enrich the communities in which it might settle. It would awaken thought and care for the school-lands and funds, and secure the same for their true use. For these reasons it is urged on the attention of the people. Statistical summary of a university and college. Names of university and college. Corps of instruction. Endowed professorships. Number of students. Corporate property, &c. Preparatory. Collegiate. Amount of proper¬ ty of corporation. Value of grounds, buildings, and ap¬ paratus. Amount of endow- ment. Amount of pro¬ ductive funds. Income from pro¬ ductive funds. Receipts for last year from all other sources. Hol3’^ Angel’s College . 2 3 43 50 University of Washington. . $65, 000 $50, 000 * $15, 000 $2, 000 $1,000 * The endowment of the university, which has thus far been only existent as a preparatory school, consists of lands not now susceptible of advantageous use or sale. OBITUARY. Rev. Nelson Rounds, D. D.,died at his residence near Vancouver, Clark County, Washington Territory, January 2, 1874. He was born in Winfield, Herkimer County, New York, May 4, 1807. His parents beiug poor, he obtained his education by his own exertions, paying his WASHINGTON. 467 way by teaching or manual employment. He prepared for college at the academies of Utica and Clinton ; studied for three years at Hamiltou College ; and, then passing to Union College, graduated there, in 1829, at the age of 22 years. Dr. Bounds entered the traveling ministry of the Methodist-Episcopal Church in the year 1831. He served at two diiferent times as professor of ancient languages in Caze- uovia Seminary, New York. In 1844 he was elected by the general conference as edi¬ tor of the Northern Christian Advocate, which position he occupied four years. The degree of D. D., was conferred upon him by Dickinson College, Carlisle, Pennsylvania. In 1868 he was elected president of Willamette University, Salem, Oregon, and presid¬ ed over this institution for two years with marked ability and success, though much of the time in poor health. Eesigning in 1870, he moved to Washington Territory, and was soon after elected by its legislature as territorial superintendent of public instruc¬ tion. As the first incumbent of that office, he was able to exert an extensive influence in securing moral and religious instruction in the public schools of that Commonwealth. Dr. Rounds was well known, both as a minister and an educator, throughout many States, both East and West. His miscellaneous writings, published in the current })eri- odicals of the church, were numerous. He often indulged in biblical criticism, which department of study he had cultivated with assiduity. He devoted his life to the promotion of education and religion. X 468 REPORT OF THE COMMISSIONER OF EDUCATION. WYOMIIVO. FINANCIAL STATEMENT. lleceipts. From taxation . • $12,000 From other sources, as poll-tax . 5, 000 Total . f . 17, 000 Expenditures. For six sites and buildings, (amount not stated.) Salaries of county-superintendents, each . $500 Salaries of teachers, each . 900-1,800 SCHOOL-POrULATION. Number of children of school-age, (5 to 20:) Males . . . . . 500 Females . t . 600 Total . . . 1,100 SCHOOL-STATISTICS. Number of schools — 8 public, 3 private . . 11 Average duration of school in days . 200 Number of pupils in private schools . - . 100 TEACHERS AND TEACHERS’ SALARIES. Average salary of teachers per month : Male . - . $150 Female . 70 The above are approximate estimates for the Territory. The whole population in it amounts to only nine to ten thousand ; these are scattered along the Union Pacific Railway for over 500 miles. The places where there is a populatiou sufficient to sup¬ port a school are few ; but wherever there are people and children in one place enough to form a school, a school is established and an effort made to have a good one. The laws make liberal provision for schools by taxation, but the school-lands have not yet come into market. The whole Territory is divided into five counties, each having a county-superintendent. There are no township-organizations. Except along the line of the Union Pacific Railroad, the Territory is very sparsely settled, hence there are but about ten school-districts in the Territory. Two of these districts. No. 1, Laramie City, and No. 2, Cheyenne, have commodious buildings, and schools of three departments each, well graded. High-school-departmeuts will be added this year. The schools of the other districts are smaller, but efficiently managed. In fact, in no State or Terri¬ tory of ecpial opportunities can be found manifested a deeper interest in education or a pnblic-school-system better organized and more liberally sustained. Dr. J. H. Hayford, of Laramie, has been appointed territorial superintendent of public instruction for 1874. ADDENDUM TO NEW HAMPSHIRE. — OBITUARY. Notice of the decease of Prof. Dixi Crosby, M. D., LL. D., an eminent physician and medical instructor in Dartmouth College, had not been received when the matter re¬ lating to New Hampshire was passing through the press. Rather than neglect wholly one well worthy of remembrance, a brief notice of him is appended here. Dr. Crosby had been professor of anatomy, surgery, and obstetrics in the medi¬ cal department of Dartmouth Cojlege for thirty-five years, when, in his seveuty-fburth year, death arrested his labors, September 26, 1873. Though occupying a retired and quiet sphere, he bore the reputation of being one of the most skillful surgeons of our country, and some thought him one of the first in the world. “ Fearless and original, fertile in expedients and ingenious in their use,” he often acted while others were de¬ liberating, and saved endangered lives by rapid and decisive operations. While yet a student, he, by such action, preserved two patients whom old surgeems had declared to be beyond all hope, securing thus fame as an operator which never afterwards was forfeited. As a lecturer, he attained equal reputation, his instructions being marked by a perspicuity, an energy, a pointedness, and a felicity of illustration, which cap¬ tivated interest from the outset and retained attention to the close, flashes of quiet humor lio-htiuo: up dark places and fixing impressions that might otherwise have faded [from the mind. EDUCATION AMONG THE INDIANS. 469 JEDUCATaON AMONG THE INDIANS. In presenting the facts in relation to this subject for the year 1873, it is difficult to define, in direct terms, whether they do or do not present a satisfactory result. Some progress has evidently been made, but it is as yet only in isolated cases. No general proofs are as yet obtainable, beyond that one which is evident to all who watch the course now being pursued, viz, that the Government is yearly obtaining a firmer con¬ trol over the wandering and more or less predatory tribes, concentrating and settling scattered portions and bringing the mare formidable bands to feel its power. This is a condition precedent to all real progress. The general divisions which have hereto¬ fore been made of civilized and settled communities, of reservation- and nomadic tribes and bands, will be readily borne in mind. They will be found serviceable by those interested and can be easily traced in the facts hereinafter presented. INDIANS IN THE STATES, AND NOT ON RESERVATIONS. There are small fragments of Indian tribes, who do not merge in the general body of citizens, residing in the States of North Carolina, Georgia, Tennessee, Florida, Texas, Indiana, and Iowa. They may be classified as follows: Cherokees, estimated, in the three first-named States . 1, 700 Seminoles, in Florida . 300 Sacs and Foxes, ^ Iowa . 419 Liperons and Tonkaways,* in Texas . 2,000 Miamies,"‘ in Indiana . 345 Miamies,* in Michigan . ✓ . . 19 Total . 4,783 The bands marked with an asterisk (*) are to be removed, those from Iowa to the Indian Territory, while the Miamies are about to become citizens. The Cherokees will generally remove or lose their identity ; the Florida Seminoles will doubtless be “ground out;’’ and the Indians in Texas are about to be removed to the Indian Terri¬ tory. There is nothing of special interest as to educational matters in connection with these bauds to be recorded here. THE SIX NATIONS IN NEW YORK. The New York Indian tribes known as the Six Nations, located in that State on eight small reservations, show a steady advance in all the elements of civilized life. Ihey numbered at the close of September, 1873, 5,141, of whom 2,531 were males and 2,G10 females. This is an increase over the preceding year of 71, which is about the average per cent, of births. There are 28 district-schools on tlie reservation, with 28 teachers, (an addition of 2 for the year,) of whom 24 are females, with 1,259 pupils, an increase of 130 for the year. Of these, 676 were males and 583 females. During the year 208 Indians have learned to read. The Indians pay a regular school-tax and the schools are arranged under the State law. Individual Indians contributed |611 duriug the year ; religious societies, $250. There are 13 organized churches, supplied by mis¬ sionary effort. Two are Indian lU’eachers. Of the missionaries, three are Presbyterians, four Methodists, and two Baptists. The Quakers have a training and boarding- school on the Tonawanda reservation, which is doing well. The return of dwellings, 1,024, is a little more than one for every five persons. The number of acres under indi¬ vidual cultivation is 19,735 ; the Government has none. INDIANS IN MICHIGAN, WISCONSIN, AND MINNESOTA. These three States are properly classified together, as the largest Indian nation with which the Government deals, the Chippewa or Ojibbeway, is indifferently resident or migratory in each of them. In these three States considerable bodies of Indians are taking their land in allotment and otherwise preparing to merge into citizenship. To some extent this change has been retrogressive — missionary — and, as a consequence, educational efforts have been retarded or stopped altogether. During the past year, however, there has been a beneficial change in this respect. The Indian population in these three States is divided as follows : Chippewas of Red and Leech Lakes . 6,500 Ottawas and Chippewas . 6, 0.19 Chippewas of Lake Superior . 1 , 498 Chippewas of Swan Creek, &c . 1,630 Chi^jpewas of Fond du Lac . 5, 125 470 REPORT OF THE COMMISSIONER OF EDUCATION. Cbippe^vas of Pillagers and Mississippi . 4, 547 Cbippewas of Red Lake . 1, 141 Stock1)ridges . 576 jMeiionionees . 1,480 Oneidas . 1, 279 Total . 29,815 Tbe Cbippewas in Wisconsin and Michigan alone number 8,533 males and 9,755 females. Tbe value of tbeir individual property is estimated at $911,048. Stated accord¬ ing to agencies, tbe area of tbeir reservations, acreage under cultivation, and bouses occupied by tbe Indians of these two States are as follows : Agencies. 1 Area of reser¬ Number of Acres under cultiva¬ tion. vation, (acres.) houses. Individual. Govern¬ ment. (rreen Bay _ - _ _ _ _ _ 302, 720 1, 040, 640 606, 500 2, 432, 000 2, 240, 000 4, 672, 000 418 4 654 100 Michigan . . . 959 12, 075 326 T.a Point, fi _ _ _ _ _ _ 135 69 Chippewa _ _ _ _ .... _ _ _ _ _ .... 145 500 85 Chippewa, (special agency) _ _ _ _ ... _ _ 200 350 Chippewa, (Red and Beech Lakes) ....... . . . Total . 11, 293, 860 1,857 17, 905 254 This makes a total of over 4,331 acres per capita, and for Michigan and Wisconsin of 13 to each beuse, and of about three-fourths of an acre under cultivation for each Indian. The schools show very little progress. There are reported only 17 schools, with 24 teachers and 645 pupils, of whom 344 are males and 300 females. During the past year 130 have learned to read, and there have been 3,615 Indians brought under the direct influences of the agencies and missionary teaching. In all, there are 11 school- and 5 church-buildings, the latter with a membership of 580. The amount of money contributed by religious societies for school-purposes was $2,560 and by individual Indians $200. Eight missionaries labor among them, of whom two are Roman-Catholic, three Methodist, one Presbyterian, and two Episcopalian. The inspector, Mr. O'Conner, in his report, considers the advance as quite considerable, especially in the industrial direction. He also accords special praise to the efforts being made in Minnesota. He describes them as “plain and sensible;” states the White Earth reservation to be peculiarly adapted to the use of the Indians. The Indians there are cheerful and contented. There are 4 schools, with 9 teachers, (three being employed by the American Missionary Association.) The Indians are paid for work done, principally in i^rovisions, and considerable progress has been made. They are nearly all comfortably housed and are all owners of good stock. At Leech Lake there is 1 school, with 2 teachers. The number of scholars is not given. Efforts are being made at both reservations to establish manual-labor-schools. NEBRASKA AND DAKOTA. In Nebraska the Indian population is largely removed from the conditions of nomadic life, and is now manifesting the improved relations which must follow civilized surroundings. With the exception of the Pawnees, the small tribes located in the State are industrious and thriving, while the promise of the rising generation is very good. The population, their reservations, cultivated laud, &c., are given in the following table : Tribes. Population. Area of reservation, (acres.) No. of houses. Acres under cultivation. By Indians. By Govern¬ ment. Santee Sioux . 917 115, 200 150 350 250 Winuebagoes . 1,522 97, 000 125 1, .500 350 Cm abas . 1,001 200, 000 68 600 25 Pawnees . 2, 376 288. 000 10 1,300 210 Towas, Ac., (two agencies) _ 763 C 32, 000 1 52 1, 3U0 ) 165, 000 S Total . 6, 579 897, 200 405 5, 050 835 EDUCATION AMONG THE INDIANS. 471 The popnlation is divided into 2,572 males, and 3,055 females. There are 14 schools and 2S teachers, 8 of whom are males. The attendance inclndes 482 male and 282 female pn])ils, a total of 764. The amonntof money contrihnti'd by missionary and other religions societies for educational purposes is $12,080 ; by individual Indians, .$310. Lii- boring among them are 14 missionaries, of the Episcopalian, Congregational, and Pres¬ byterian Churches. The Quakers have several missions. Out of 19 school-houses, on different reservations, 13 are under the control of the Friends. There are but three church-buildiugs, one of which was erected by the Friends. The total membership is 570. The number who have learned to read during the past year is 101, while 4,203 are now under the direct influence of the several agencies. The foregoing facts show an average area for each Indian of 119| acres — an area far less than that ])ossessed by any other similaiiy located tribes. The area under cultivation is about nine-tenths of an acre per capita, or, putting it into families averaging live each, the amount is about 4^ acres for each family. There is about one house for every 16 jiersous and but one school for every 469 persons. The number of pupils reported is a fraction more than one in eight and one-third. According to the statistics of the precediug year there has been a decrease of attendance to the number of 207, the total reported for 1872 being 207. The figures are, after all, not accurate, in most instances being estimated, while the attendance is so irregular as to make it difficult to make exact statements. An ex¬ amination of the reports shows that the general condition of the Indians in Nebraska has improved. Good manual-labor-schools are established at the Sissetou and Wahpeton, the Pawnee, Omaha, Santee Sioux, and Winnebago agencies. All of them have good buildings for their use, and the attendance upon the schools is large. The inspector reports of the Sisseton Sioux : “ Tlieir progress is all that could be expected.” The Pawnees are improving slowly The Omahas are well disposed. The Winnebagoes live in good houses, “ are cheerful and well satisfied with their lot ” and they “ present on every side evidences of industry, thrift, and good management.” The Santee Sioux “ appear to be gradually imjiroving in their inclination to and ability for labor.” The Sioux of Spotted Tail’s band at Whiteston’s agency are reported by Inspector Daniels to be “ peaceable, with professions of friendship for all.” Spotted Tail declares they Avaut to do like the Avhites : farm and live in houses. In Dakota there are 15 different agencies, with a population under their eh )rge of 97,217, nearly all of them being Sioux. The following table shows their condition as to industry and lands : Tribes. Population. Area of No. of Acres under cultivation. reservation, (acres.) houses. By Indians. By Govern¬ ment. Sionx Sis'spton, .nnrl Wfi.bpF+on . 1, 540 1, 200, 000 500, 000 150 500 Sioux, Sisseton, Wahpeton, and Cut-Heads - Sioux, Yauktous, (lower) . . ^ 1, 020 75 150 2, 534 1,200 1,386 1, 502 847 400, 000 640 Sioux, A^anktons fiipppri . . . 30 250 9 S'oux, Uncapapas . 8,444,000 4 110 Sioux. Blaekfeet. . 180 900 225 Sioux, Riule.s, (Iowa) . 1, 800 8 450 40 Sioux, Miniipeoujons . .... 600 Sioux, Yanktons, and Poncas . 2, 685 5, 000 2, 103 710, 000 74 285 40 Sioux, Upper Biu es . Arickarees and others . 501 Total . 22,817 10, 654, 000 521 3, 285 314 There are several resei’Amtions, the extent of Avhich is not yet eA^en estimated, Avhile the area under cultivation is also larger than as given, and there is little to choose, hardly enough to make a comparison Avith. Leaving out the Upper Briild Sioux, there are 17,217 Indians enumerated, of whom 7,040 are stated as females. Fourteen schools haAm been in operation, with 236 pupils, 12 teachers, and 6 school-buildings. Religious societies have contributed $11,000, and 2,538 Indians have been brought iiito settled conditions. The Red Cloud and Shoshone agencies have unOer their control 1,224 persons, Avhich, with the Indians Avho are attached but are still warring, makes their total 6,320. They have one school under the charge of an Episcopalian teacher, in Avhich there ha\"e been 42 jtupils. Elewen Indians have learned to read, and 800 have been induced to abandon their nomadic life. These facts, meager as they are, are still indicative of growth, as it is the first year they have been stated. KANSAS AND THE INDIAN TERRITORY. Two questions are continually rising in any broad consideration of the Indian pop¬ ulation and its necessities. They are: first, what is the best method of withdrawing Indian tribes and bands from a nomadic and predatory life f and, secondly, when that 472 REPORT OF THE COMMISSIONER OF EDUCATION. has been done, and the influences of civilized existence have, in greater or less de¬ gree, obtained control, what is to be the final result to the Indian minority? The latter question is in process of being answered by the conditions surrounding and per¬ meating the influential Indian communities embraced in the geographic area under consideration, for, with the exception of a few scattered bodies like the Six Nations of New York ; theStockbridges, Oneidas, and others, in Michigan ; the Miamies, in Indiana ; the Otoes and Winnebagoes, in Nebraska; numbering in all not more than 10,000 per¬ sons, the Indians of Kansas and the Indian Territory are by all odds the most ad¬ vanced of their race. Their condition is such as to hold out the definite hope of saving the Imlian as an integral part of our composite nationality, and so in a degree return¬ ing some compensation for the wrongs that the stronger have perpetrated upon the weaker. KANSAS. A large proportion of the Indians once resident or roaming in this State, have, during the last six years, been definitely removed therefrom and settled in the terri¬ tory south thereof. There are at present only four agencies located in the State, with a population, reservations, &c., as follows : Tribes. Kickapoos . Kaws . Pottawatomies . Peorias and others, (Quapaw agency) . . . Sacs and Poxes and Iowas,t(VVhite Cloud agency) Indians in the State without agencies . Total . Population. Area of reservation, (acres. ) No. of houses. Acres under cultivation. By individ¬ uals. By Govern¬ ment. 296 . *627 *1, 336 *151 313 J565 26, 138 100, COO 77, 640 48, 000 6, 000 5, 760 53 3 44 56 1, 140 580 1,567 62 207 3, 288 263, 538 156 3, 494 62 * Estimate of 187'2. I These are partly in Nebraska, one reservation of 6,000 acres being in that State. X Estimated. This gives an aggregate of about sixty-one and one-third acres to each Indian. The statistics of cultivated laud are altogether imperfect, and it will be found that it is at least one acre and a half to each individual. The school-statistics are not separated clearly, from the summaries at hand, for the entire central superintendency. It is quite certain, however, that reasonable i^rogress has been made. At the Kickapoo agency there is a mission-boarding-school, with an average attendance of twenty-five pupils. There are also two or three small district-day-schools. Inspector O’Conner considers the younger pupils fully as far advanced as white children of the same age. He says they “ seem unusually bright.” The agency is under control of the Friends, and the Indians’ advancement is slow but steady. The Pottawatomies living on their reservations are known as the “Prairie band.” They have long resisted the influences which have disin¬ tegrated the tribal character of a large number of their people, who are now citizens of the State and nation. The tribe proper does not now number over 400 persons, the bal¬ ance being “sectiouized” citizens, who hold their lands in severalty but retain a common interest in certain annuities and other pajnnents. Their children generally attend either the common schools or those of the Catholic mission at St. Mary’s, on the Kan¬ sas River. The educational fund of this people is $10,585 annually, appropriated under treaty-stipulations or arising from the interest of trust-funds. There is a vmry good mauual-labor-school on the reservation, in which the inspector says the children are well instructed. The scholars number thirty-four. The lowas and the Sacs and Foxes (the major portion of this once powerful tribe are resident in the Indian Terri¬ tory, only eighty-eight being included in the White Cloud agency) are stated to be thrifty and industrious ; especially the former. There are sixty scholars in the day- school, being one in four of the entire number. The lowas also have an industrial home for orphans, supported by themselves. No data are now accessible with regard to the Kaws and their school. Their condition is stated to be improving in all respects. As for the other small communities, their condition is in all respects equally as good as that of their white neighbors. THE INDIAN TERRITORY. The importance of the Indian communities residing in this Territory may behest ap¬ preciated by an estimate presented from a table of comparative statistics, relative to this and other Territories. The basis is that of 1872, and is as follows : Population . 68, 505 Acres of reservation . . . 44, 154, 240 Improved . . . 204,674 EDUCATION AMONG THE INDIANS. 473 Bushels of wheat. &c . . . 6, 739, 355 Value of farm-produce . $4, 6G3, 610 Number of horses, cattle, &c . 464, 465 Their value. . $4,947,101 Total value of real and personal property . $16, 9S7, 818 Lands are held in common, and not valued. This is the largest amount given for any Territory except Colorado and New Mexico, and it is practically much larger than in both, as the land thereof is embraced in their valuation. The following statistics are reliable as to population, &c. : Nations and tribes. Population. ! Area of reservation, (acres-) No. of houses. Acres under cultivation. By individ¬ uals. By Govern¬ ment. Civilized. Cherokees .... _ _ _ ......................... 17,217 16, 000 13, 000 6, 000 2,438 1,219 5, 000, 000 6, 668, 000 3,215, 495 4, 377, 600 200, 000 157,000 3 965 89, 250 50, 000 31,000 39, 000 7, 600 nhoptnws.. . . . Oi‘Pf'k'4 . . . . 4,390 niiiekasaws _ _ _ Semiuoles _ ..■ _ _ _ _ _ _ ... _ ..... 500 879 Quapaws, Senecas, Wyaudotts, Shawnees, &c. Total . 65 55, 874 19,618, 095 5, 344 216, 850 4,455 Uncivilized. 1,192 2, 823 1,528 2, 000 2, 198 804 2, 200 1,770 483, 840 1, 500, 000 164 83 1, 342 90 925 186 60 50 116 180 70 250 Osages _ _ _ _ _ _ _ P.MrIHnp.s ... ... ....... Kiowas . . . . ....... _ ............ 3, 549, 440 4,011,440 9 ftnma.nn.hes _ _ _ Apaches and Delawares _ _ _ Cheyennes _ _ _ _ _ ...... _ ...... _ Ampnhnpfl Jinrl ApaP.hpR ..... . . . Total _ _ ... 14,515 9, 544, 720 256 2, 603 666 Total of both divisions . . . 70, 389 3, 288 162, 815 263, 538 5, 600 156 194,232 3, 294 5, 121 62 Total for Kansas . . . . Grand total _ ... _ _ _ _ ... _ 73, 677 29, 426, 353 5, 756 197, 520 5, 183 These totals are not given as perfect, for, even as to the civilized Indians, though the figures are mainly correct, they, with the others, leave a great deal wanting. As to school-statistics, the data available for this presentation are quite imperfect. Chief Ross, in an argument before the House Committee on Territories, thus sum¬ marized the educational situation for the nations he named ; “The Creeks have three missions and 2,050 churcli-members and an average Sunday -school-attend¬ ance of 464. They have one boarding-school and thirty-one day-schools, attended by 860 pupils, at a cost of $14,258 for the past year. The Choctaws and Chickasaws, numbering 20,000, have three missions and 2,500 church-members. They have two boarding-schools and forty-eight neighborhood-day-schools. Thirty -six of these are sustained by the Choctaws, at a cost of $36,500; fourteen by the Chickasaws, at a cost of $33,000 last year.” Mr. S. S. Stephens, Cherokee superintendent of public schools, in a communication to the Bureau of Education, gives the x^iesent condition of their schools in the following statement : Number of Cherokee schools Number of colored-schools . . . Aggregate attendance . . Average attendance . Number of colored children. Pay of teachers, first-class . . . Pay of teachers, second-class Pay of teachers, third-class . . Months taught . . 61 2. 300 1.300 200 $r»o $40 $30 94 474 REPORT OF THE COMMISSIONER OF EDUCATION. The followinji English branches are taught: geonietiy, algebra, arithmetic, rhetoric, English composition, grammar, orthography, geography, and writing. Native teachers, 44 : white teachers, 22. UEMAIJKS. There is an orph;in-school, with 90 pupils ; one female high school, teacher from Mount Holyoke Seminary, South Hadley, Massachusetts; and one missionary-school, (Mora¬ vian.) School-fund, annual, $50,000 ; orphan-fund, $19,000. Mr. Stephens appeals earnestly for all possible aid in this work. He claims that the Cherokees have been at work for thirty-live years; that they show great energy and activity, and that an especial need of the Territory is a normal school for the civilized natives. The reports of the missionaries laboring among these people are encouraging, and especially so in the direction of education. All experience points to the advantage of object-lessons in attracting the attention of Indian children, whose further education is to be advanced by means of labor-schools and general industrial training. Colonel Boudinot, a prominent Cherokee citizen, (who represents the growing sentiment favor¬ able to abnegating the trilml systems, sectionalizing the territory, taking lands in severalty, and disposing of the remainder through the Government to ordinary settlers,) urges very strongly the necessity of separating the children at, an early age from Indian habits, the teaching of the English language, the use of more of their large fund for school-purposes, and the bringing of the Indians everywhere into closer and more com¬ pact settlements, where they can be reached by, not removed from, the influences of civilization. The following schools belonging to the tribes in the Territory are held in trust by the United States for educational purposes; Cherokee school-fund . $520, lo4 64 Cherokee orphan fund . 248,600 51 Choctaw school-fnud . 50, 855 20 Creek orphan-fund . 77,015 25 Delaware school-fund . 11,000 00 Kansas school-fund . 27,267 31 Kaskaskias, Peorias, &c., school-fund . 44,700 00 Osage school-fund . 40,236 68 Total 1, 019, .809 54 The total amount of all funds held in trust for the tribes aggregates about $8,000,000. That there has been some advance is evident from the fact that by the carefully-pre¬ pared table of the Indian peace-commissioners for last year the total number of schools for the five nations — Cherokee, Choctaw, Creek, Chickasaw, and Seminole — was stated at 148, with an attendance of 4,439 pupils, while in the statistics quoted here from Ross and Stephens the total for the four principal tribes — Cherokee, Creek, Choctaw, and Chickasaw — is stated at 148 schools, with an aggregate attendance in the two first alone of 3,160 scholars. Adding, from last year’s report, for the Choctaws, 900 ; Chicka- saws, 439; Semiuoles, 207, the total will be, for the Territory alone, 4,706, an increase of 267. The careful summary of the reports received at the Indian Bureau results' in the following aggregates: Results in Kansas and the Indian Territory. Number of males . . 31,587 Number of females . 33,564 Sex not stated . 4, 826 Total . 69, 977 Value of individual property, $12,438,016; schools, 179. Teachers, male . 116 Teachers, female . 101 Total . 217 Pupils, male . 2, 373 Pupils, female . 2,502 Total . 4, 875 EDUCATION AMONG THE INDIANS. 475 School-buildings . 78 Leiirned to reiul during the year . 169 Amount contributed by religious societies . $6, 983 Number of churches . 6'3 Indians brought under control of agencies . (50,2')7 The total increase of schools for the year 1873 over that of 1872 is 15 ; of teachers, 29. As to scholars, there appears to have been a decrease of 218. In all probability there is more apparent than real decrease, as the returns are by no means complete, and such details as are at hand in regard to the princii)al nations certainly show a steady growth of attendance on the schools. The cost of the schools for both classes is given at $127,408.92. This is below the real sum, which cannot be l(;ss than $150,000. In other matters there are some gratifying proofs of progress, but the Territory has evidently been retarded in amoral point of view, by the character of the jmpulation and other influences brought in or produced by the existence of the railroads passing through the territory. Republican citizenship, with severalty in land ownership, an unalienable title for a period of years, and a large use of funds for the establishment of common schools, under forms of government similar to their neighbors, seems the only adetpiate remedy. WYOMIXG AND COLORADO. Only one agency is located in Wyoming, and the Shoshones and Bannacks attached thereto do not number more than 1,000. The Ogallal'a Sioux and detached bauds of Northern Arapahoes, Cheyennes, and Blackfeet rind refuge in the northwest portion of Wyoming. An effort has been made during the summer of the past year to secure the removal of the latter bauds to their affiliated tribes in the Indian Territory. It has been in part successful. Nothing is said of any school at the agency. There are three agencies in Colorado. The Indian population is chiefly Pi-Utes, and numbers 4,349, of whom 1,766 are males. Their individual wealth is' stated at $150,000. The only reservation particularized is that of the Los Pinos agency. This contains 14,480,000, with 35 houses and but 45 acres under cultivation. At Denver agency there is a school-building, with a school of 40 pupils. The teacher is a lady. There is no agricultural effort, and nothing but the most meager proofs given of the want of interest in such matters as education. UTAH AND NEVADA. There is little to be said of the Indians in this area. With the exception of a few bauds of Pi-Utes in Nevada, they are all among the least atlvanced and most degraded of their race. There are no schools reported in Utah. There are four agencies with the following po^iulation under the care of the officers in charge : Pi-Utes . 9, 000 W^ashoes and other bands . 2, 204 Shoshones . 2, 000 Total . 13,204 The area of reservations, cultivated lands, &c., so far as given, is as follows: In Nevada there are 640,000 acres embraced in the Lake Pyramid and Wa ker reserva¬ tions, and in Utah at Uintah Valley agency 2,039,040 acres, with 180 under cultivation. There is a successful school at the Pi-Ute agency, Nevada, and the Indians have 300 acres under cultivation. The Pi-Utes at Pyramid Lake and Walker River, about 600 in all, are reported to be in an advanced state of civilization. All are well dressed, without blankets, paint, or trinkets. The men work steadily. Their settlements “ pre¬ sent the appearance of a respectable and orderly commuuit3L” The agent provides for the sick, aids the industrious, but extends no aid to idle Indians. Other small bands of Utes are scattered through Nevada, the men earning their own living, as a rule, and thus showing themselves oiderly and industrious. NEW MEXICO AND ARIZONA. The growing importance of New Mexico and the probable construction of the Southern Paciffc Railroad through that Territory and Arizona make the relations of the* resident Indian tribes and bands of considerable significance. In New Mexico the Indians have to overcome the vlsinerfife of surroundings wholly uuprogressive in character. Their progress is, on the whole, quite significant. There are 476 REPORT OF THE COMMISSIONER OF EDUCATION. few or no hostile bands in this Territory and there is considerable industry among the several tribes. The following statistics are of value : Tribes. Population. Area of reservation, (acres.) No. of houses. Acres under cultivation. By individ¬ uals. By Govern¬ ment. Navajos . . . 9, 114 1,875 7, 879 > 1, 770 1,210 3, 328, 000 Mescalero Apaches . . . Pueblos, (19 villages) . 505, 657 1,850 13, 940 Southern Apaches, &c . 1 IMonac.he TItes and Apaches _ _ Total . 21,848 3, 833, 657 1,850 13, 940 Of the population there are enumerated 9,932 males and 10,726 females, the balance not being stated. The statistics of land and industry are quite imperfect, and the foregoing table is not a fair representation of their condition in this respect. Of schools there are 5 reported, with 110 pupils; boys, 73; girls, 37 ; teachers, 6. The amount con¬ tributed by religious societies to this purpose was $1,208. During the year 73 have been taught to read and 5,095 have been brought directly under control of the agencies. In Arizona there has been considerable progress made towards a cessation of the Apache warfare, the first step towards any advance of the Territory. There are seven different tribes and agencies, as follows : Tribes. 1 Population. Area in reservation, (acres.) No. of houses. Acres under cultivation. By Indians. By Govern¬ ment. Mohaves . - . . . . . . . 3, 840 2, 000 2, 184 4,326 6, 000 l,7i:o 131,200 75, 000 1 100 Y umas _ _ - _ _ _ _ _ _ _ H ualapais, &c ..... _ _ _ _ _ _ Piinas and Maricopas . . . . 64, 000 r-l O O 00 4,400 340 890 Papagoes . . . . . Moquis, (7 villages) . Apaches various hands . 139, 000 3-41 32 Total . *26, 022 409, 200 802 6, 081 922 * Of these 8,937 are enumerated as males and 8,201 as females. In this population of 26,000, there are only 4 schools reported, and 6 teachers, with 188 pupils — 108 males and 80 females. The missionaries are Roman-Catholic and the Reformed Church, the latter deuomiuatiou coutributing $600 for educational purposes. There is one church-building, with 1,500 members. The amount of personal property reported is $75,500. From reports of the several agents it is stated that the Navajoes are peaceable, industrious, expert in the manufacture of blankets and the raising of sheei^ and other stock ; that they are very susceptible of advancement, but are without schools. The Moquis are reported as peaceable and industrious. There is only one school established among them. It is well attended. The bands around FortWingdte, New Mexico,,are averse to labor, given to horse-steal¬ ing, and without any means of instruction. At Camp A paehe, Arizona, the chiefs express a desire for schools. At Prescott there are none, and, until the Indians are better cared for, the inspector thinks it useless to establish am-. One school is found at the Papago agency, the Indians of which tribe are well spoken of. The Pima and Mari¬ copa Indians are reported most favorably as industrious, orderly, and loyal in the best sense. They have “ a flourishing and exceedingly interesting school, with about 50 pupils.” Among other attractive features is the teaching of music, for which the children show aptitude. There is danger, from the constant encroachment of the whites, of an interruption to the unbroken friendship of the people; indeed, reports of hostile action have already been receiv-d. The condition of this population, nearly 50,000 in, the two Territories, conclusively shows the needs of some more definite policy ii\regard to the maintenance of schools and of other elevating efforts. MONTANA AND IDAHO. In these mountain-Territories there is a large Indian population, in which are found nearly all conditions, from settled and industrious communities to the savage Arabs EDUCATION AMONG THE INDIANS. 477 M the West, wandering and predatory, whose “hands are against every man.” The large proportion of this population is found in Moutaua, the statistics being einbodi(Ml in the following statement : Blaclvfeet . 3,000 Bloods . 1,730 Flat beads . 1,700 Piegans . 2,750 Crows, (three bands,) . 5, 440 Pend d’Oreilles . 1, 821 Bannacks and Shoshones . 077 Gros Ventres . 1,100 Assinaboines . 4,790 Sioux, Teton, Yankton, and Santee . 10,625 Total . 33, 653 Of the foregoing there is a separate enumeration of 5,821 males and 7,640 females. The area of the several reservations in Montana is about 27,000,000 acres; culti¬ vated by the Indians about 2,000 and by the Government 632 acres. There are 145 houses rei3orted on the several reservations. The Blackfeet and Crows have the largest reservations, that of the former being over seventeen million acres, or nearly seventy thousand acres j^er capita. The day-school at the Crow agency makes a favor¬ able report. The Catholic mission boarding-school at the Flathead agency is reported by the inspector as showing creditable results. There are 29 pupils. The day-school is not regarded as satisfactory. The reports from Fort Peck are not satisfactory. Little or no improvement is shown for the past nine years. In all, but four schools are reported in Montana ; 164 pupils and 6 teachers. During the past year 43 were taught to read. The missionaries are Catholic and Methodist ; there are nine of the former. The property owned by the Indians is stated at $290,000. In Idaho there are but three agencies, controlling the following population . Nez Perces . 2,807 Bannacks and Shoshones . 1, 500 Cceur d’Alenes . 2,000 Total . 6, 307 Their reservations, &c., are as follows : Reservations. Acres. Cultivated. Houses. Nez Perc6s _ _ _ _ _ _ ....... _ ... _ ........ _ ........ 1, 344, 000 1,568, OUO 256, 000 1,562 285 33 Bannacks and Shoshones _ _ _ _ _ _ _ ......... _ .... 2 Coeur d’ Alenes. _ _ _ _ _ _ _ _ _ _ _ _ ... _ _ _ Total . 3, 168, 000 1,847 35 The two first tribes or agencies named are enumerated, separately, a^s 1,811 males and 2,0C<) females, owning property to the amount of $302,000. There are three schools re- l^orted, with 69 scholars and 4 teachers ; also, one Presbyterian missionary and two churches, with a membership of 709. The report of Inspector Kemble does not speak encouragingly of the results made with the Nez Percds, who have often been quoted as among the most advanced of Indian tribes. Mr. Kemble says that he finds “ the civiliza¬ tion lacking in the most essential features of Christian education. The women have not been emancipated from their servile condition, but still perform all the seveie labor of the fields, cutting saw-logs and toiling under enormous loads, like beasts of burden. The husbands of these women are members of the clmrch and some of them very earnest and fervent leaders in prayer. The consequences of this half Christiani¬ zation are that there are no Christian homes, the children are brought up in the old heathen way, the families dwell in wretched lodges, and filth and degradation abound. Perhaps, however, the greatest evil is the effect upon the training of the yonng. The day-schools have been very iioorly attended. There is said to be no adult Indian on the reservation out of school that can read and write English, and the indifference of parents to the advantages of education has been very hard to overcome. Labor being regarded as degrading or tvomanltj, there have been few Indian youths to offer as ap¬ prentices in the machine-shops and mills. There is not one being taught a trade. “ The treaties provide liberally for the education of the tribe ; but, until the present agent was appointed, the $8,000 annually appropriated for schools and teachers seems to have accomplished literally nothing that it was iuteuded to accomplish. Under the 478 EEPORT OF THE COMMISSIONER OF EDUCATION. new management of the Indians, a better prospect has dawned. Competent teachers have been sent to the work by the missionary board, and capable matrons are to have charge of the boarders at the two schools.” From the Fort Hall agency no school-report is given and none at all from the Cceur d’Alenes. CALIFORNIA, OREGON, AND WASHINGTON TERRITORY. The Modoc war, with its sadly dramatic details, called, during the early part of the past year, a great deal of attention to the Indians of the Pacific coast. But that, after all, is an eiiisode rather than an example of their conditirm. Statistics show some prog¬ ress, and are, on the whole, satisfactory, apart from that history. In California there are three agencies, embracing the following population, area in reservations, &c. : total jiopulation, 21,161 ; * reservation, acres, 65,863 :t cultivated by Indians, 142, and by Government, 1,549 ; houses, 122. There are four schools reported at the reservations, with 266 scholars, an increase over the preceding year of two schools and 139 scholars. During the year 63 have been taught to read. Inspector Kemble does not appear to be favorably impressed by the condition of these Indians, but believes they are well disposed. In Oregon the Indians have, as a rule, improved slowly but steadily. There, seven agencies have control of the following population : Wascoes and other bands . 626 Molds . 924 Rogue River, (fourteen bands) . . . 1, 058 Walla- Walla, (four bauds) . . . 837 Klamath, Modocs, &c . . . . . . 1, 120 Umpquas and others . 343 Roving bands . 4,200 Total . 9,108 As far as enumerated separately, there are 1,751 males and 2,099 females. Individual property is stated at $311,200. Five reservations cover an area of 4,073,920 acres, of which there are cultivated by individuals 4,159 and by the Government 622 acres. The Indians are the owners also of 708 houses. There are two missionaries laboring among them. In Washington Territory there is a large Indian population, uniformly peaceable and generally industrious, though not systematically so. There are in all seven agencies, with a population of 13,782 persons under their charge. As far as reported, the sexes stand 5.762 males and 6,220 females. There are six reservations reported, having an aggregate area of 887,524 acres — under Indian farmers, 4,133; cultivated by Government, 492 acres — with 475 houses. The number of schools reported is 18, with 13 teaciiers and 187 pupils. There are seven missionaries at wmrk, representing diifer- eut denominations. The property of these people is stated at $286,000. Inspector Kemble draws an admirable picture of a wise agent, in his report of affairs at Yakama agency, Fort Simcoe. He says that among the domesticated and Christian portion of the Yakama Indians he found many evidences of thrift and prog¬ ress ; farms finely fenced ; good crops raised and harvested. One secret of this con¬ dition is the admirable example set by the agent, who also acts as missionary, the only one among these Indians. He illustrates the excellency and dignity of labor by work¬ ing with bis own hands, cheerily and heartily, while he instructs the Indians in their labors, “ working them in,” as he describes it. in every species of farm-labor and com¬ mon industry. The employes, catching his genial spirit, labor with him among and for the Indians, with patience and alacrity. It would be well, it is thought, if the method by which this agent manages Indians could be copied on other reservations. This inspector thinks Father Wilbur, as he is called, is bearing too heavy a burden ; that he should be relieved by the appointment of a missionary. There is a want of increased school-facilities and hospital-accommodations, which the Government, in accordance wfith its treaties, should furnish. There is no lack of children for the boarding-school, and yet the agent is only able to take between forty and fifty, or about one-tenth of the children in the tribe of school-age. The inspector suggests the employment of native teachers for primary day-schools at three or four difiereut xioiuts on the reservation ; also that some of the girls in the boarding-school be taken into the families of the employes to assist in and learn house¬ keeping. At a meeting of the employes and their wives, he asked that the agents’ hands might be upheld by the voluntary labor of ministering women going from lodge to lodge, a suggestion which he has reason to believe will be acted upon. * Of tlie foregoing population, the larger portion are not yet settled on reservations. During the past year 1,017 have heGi so placed. t The total area embraces three, of which Round and Hoopa Valleys are the largest. EDUCATION AMONG THE INDIANS. 479 MISSIONARY SCHOOL-WORK AMONG THE INDIANS. The American Board of Commissioners for Foreign Missions reports the following as their Indian schools: among the Dakotas, one trainiug-school, with 10 pupils; one hoarding-school for girls, with 6 ; three common schools, with 120 ; total of pupils, 136. Among the Choctaws, one boarding-school for girls, wdth 6 pupils. Bishop Schweiuitz, of the Moravian Church, rejiorts two station-schools among the Indians, with one male and one female teacher and 73 pupils. The secretary of the Missiouary Association of the Presbyterian Church South reports one school among the Cherokees, one among the Creeks, and one among the Choctaws, embracing between 50 and 60 boys; but whether this refers to the last-mentioned school, with which it is immediately connected, or to the two precediug also, is uncertain. The American Missionary Association reports 28 teachers. The Protestant-Episcopal schools are not reported, nor are any by the Methodists or Baptists. The following, from the missiouary bishop of Niobrara, Rt. Rev.W. H. Hare, Protestant Episcopal, illustrates and enforces a very essential element in the successful education of Indians, and one which has heretofore been wanting. The bishop writes from Dakota, in reference to the school- work of his church, that “ our missions are placed among a wild people, who, from the oldest down to the youngest, have never known any control, but haA^e lived independent, idle lives, with no higher law than the whim of the moment. It is not easy to induce the children of such people to come to a day-school, and their parents would not think for a moment of compelling them. But they will come to a boarding-school, for there they find what they do not know in their own homes, regu¬ lar meals, good clothing, and comfortable beds. These wild children become quite docile in the schools and their improvement is decided.’’ The bishop has arranged, therefore, that a number of children shall be taken into the mission-family at each of the mission-stations, and a small boarding-school thus established wherever it is practicable. He has also begun a central boarding-school of higher grade, where he himself lives, to which the other schools shall be tributary, by sending to it their most promising boys for education as teachers and missionaries. About the middle of December five picked boys, all of the Yankton tribe, were ad¬ mitted, their ages ranging from 12 to 21 years, the plan being to train a limited num¬ ber, so that they might assist in training others who should come after. The plan worked admirably ; before a month had passed five more boys were admitted, and the intention is soon to receive some of the Ponca and also of the Santee tribe. The boys are taught to serve themselves and to take care of the house. They are divided into three squads, to each of which is assigned for one week a particular department of the work, namely : the dormitory-, table-, and out-door-work. By 10 o’clock all manual w^ork for the morning is over, and the boys go into school for two hours, when they haA^e dinner and recess till 2 o’clock, then work again till 3, then school till 5. The bishop says the boys take to work better than he dared expect ; sometimes, however, they do not feel like wmrk, and when the outside- work-hour arrives they are as hard to catch as wild deer ; and when caught they go to tlieir work somewhat as a man goes to be hanged. SCHOOL-STATISTICS OF THE PEACE-COMMISSION. Thfe Board of Indian Peace Commissioners has conducted inquiries by means of its OAvn agents, and the following is a summary of the results : It reports a total of 247 schools, 28 of which are boarding-schools; 273 teachers, 60 in boarding-schools ; 7,032 pupils enrolled in day- and boarding-schools, of whom 6, 200 — 3,658 boys and 2,542 girls — were in day-schools and 1,032 — 560 boys and 472 girls— were in boarding-schools. The average attendance at the day-schools was 2,771 and at the boarding-schools 502. The cost of supporting the day-schools during the past year was $71,688.44, of Avhich $21,270.58 was defrayed by Government ; upon the board¬ ing-schools was expended the sum of $55,180, $22,800 of Avhich Avas furnished by Gov¬ ernment. Summary of the Indian Bureau. Number of Indians in the United States, exclusiA'e of Alaska . .295, 084 Wealth in individual property . $16,082, 155 Number of schools upon Indian reservations . . 285 Number of pupils — males, 4,792 ; females, 4,234 . . . 9, 026 Number of teachers — males, 172; females, 185 . 357 Number of school-houses . 167 Amount contributed by religious societies for schools . . . $27, 173 Amount contributed by individual Indians . $1,121 Number of missionaries . 91 Number of Indians brought under the influence of agencies . 38, 637 Number of Indians AV'ho have learned to read and Avrite during the year.. 1, 019 Number of church buildings on reseiwatious . 103 Number of church-members, (Indians) . 9,664 480 EEPOET OF THE COMMISSIONEE OF EDUCATION. There are some apparent discrepancies, both in the details first presented and in the statistics gathered, from the Peace Commission, but on the whole the figures of the In¬ dian Bureau itself will be found most reliable. The larger portion of such conclusions must, in the main, be simply estimated from imperfect data; being, in many instances, only guesses at the truth. Concentration of the Indians is in all circumstances the first condition of kuou ledge and progress. Education must always be objective and industrial, to in any way accomplish desirable results EDUCATIONAL WORK OF SUNDAY-SCHOOLS, ETC. 481 E DUCAT IONA I. WOKK OF SUNDAY-feCMOOES AND FOR¬ EIGN MISSIONS. The secretaries of the x>rincipal Sunclay-school-unions and missionary associations have kindly furnished the Bureau with details of the educational operations conducted by them. It was at first intended that these should he included in the rejiort in full. The iwessure of other matter compels a relinquishment of this intention and a pre¬ sentation of only such statistics as may show to what proj)ortions these forms of edu¬ cational agency have reached. But it is hoped that the interesting exhibition made in the fuller details may yet find room for more adequate display in a “ circular of in¬ formation ” from the Bureau. Meanwhile this briefer showing must suffice: Statistics of Sunday-schools. Denomination. Officers and teachers. Children in schools. Methodist-Episcopal Church ...... _ ... _ _ _ _ _ ................ _ 190, 060 84, 700 31, 345 65, 000 25, 851 912 9, 500 28, 080 27, 173 1, 259, 464 642, 500 240, 000 GOO, 000 233, 565 11,828 66, 000 280, 890 284, 470 Baptist Church North . _ _ _ _ ........ _ ............................... Baptist Church South . . . . . . ..... . . . . . Presbyterian Qhurch ...... _ ......................... _ .............. PrntfistnTit.Plpisp.opnl Fhnrch _ _ _ _ _ Moravian Church . . . . ...... _ _ _ _ _ ............ Reformed Church in the United States. _ ............ _ _ _ ... _ ...... Congregational Church ..• . . . . . . . . ... _ _ _ Disciples of Christ . . . . . . Total .... _ ... _ ... _ _ _ _ ...................... 462, 621 3, 618, 717 Returns from the denominations from which no reports *have been received would XW’obably increase the totals above given to at least 500,000 teachers and 4,000,000 ' scholars — numbers which amply indicate the importance of this agency in the educa¬ tion of our youth. The American Sunday-School Union, belonging to no one denomination, but man¬ aged by representatives from several, reports 30,616 schools — embracing 191,946 teachers and 1,230,265 scholars — established by it during the past twenty years. Most of these are x)robably included in the above returns, as the xiolicy of the union is not to retain the charge of the schools formed by its agents, but to turn them ^over to the first co-ox)erating denomination that may follow in its footsteps and take possession of the ground. STATISTICS OF MISSION-SCHOOLS. These embrace only schools established by United States missionary associations in foreign countries or among Indians not admitted into citizenship with ns, as all others are supposed to be included in the current statistics of the Bureau. The only excep¬ tion to this is in the case of the Moravian Church, whoso mission-schools are sustained by the whole body of its members, so that, save in the case of its Indian work, it can¬ not be told which are the product of foreign and which of domestic contributions. The American Board of Commissioners for Foreign Missions, whose operations are in Mexico, Spain, Bulgaria, Turkey, India, China, and Africa, rejaorts as follows : Number of training- and theological schools . . . 12 Number of boarding-schools for girls . 21 Number of common schools . 498 Total . 529 Number of pu^iils in training-schools, theological and station-classes . 360 Number of pujiils in boarding-schools for girls . 627 Number of pupils in other adult-classes . 531 Number of pupils in common schools . 17, 126 Total . 18, 644 31 E 482 REPORT OF THE COMMISSIONER OF EDUCATION. The Missionary Association of the Baptist Church North, with missions in Hindo- stau, Biirmah, Assam, China, Africa, and Sweden, reports : Schools. No. Teachers. Students. rioiipg^R _ _ _ _ 1 5 89 Thftolng^ipfl.l Rchools _ _ _ _ 2 4 Literary and theological schools . . . 2 6 40 Normal schoola _ _ _ _ _ 9 180 Training-schools . . . . . . . . 1 2 60 Village- and station-schools . . . . . . 142 5, 842 Boys’ schools . . . . . . . 2 Girls’ schools . . . . . . . . 2 4 .32 Totals . . . . . . . 161 21 6,318 The Baptist Church South reports no foreign mission-schools, hut gives 1,353 as the number of its teachers aud pupils among the Creeks, Choctaws, and Cherokees. The Presbyterian Board of Foreign Missions, working in Mexico. Brazil, Colombia, Africa, Hiudostan, Siam, China, Persia, Syria, and among the Indians of our plains, reports 295 males and 393 females in its boarding-schools and 7,575 males, with 1,530 females, in its day-schools; total, 10,201. The number of schools and teachers is not given. The Presbyterian Church South, with fields in Colombia, Brazil, Italy, and China, has 6 schools, with about 120 pupils. The Reform Presbyterian has in Syria 18 teachers, with 70 boarding aud 160 day pupils ; total, 230. The United Presbyterian Church has in Syria, Egypt, India, and China, 465 pupils in Sunday-schools, 2,495 in day-schools, 11 in boarding-schools, aud 12 in theological ; total, 2,983. The Protestant-Episcopal Church, whose mission-stations are in Mexico, Greece, Pal¬ estine, Africa, China, and Japan, has in its diiferent fields 4 boarding-schools for boys aud youths aud 1 for girls; 14 day-schools for boys, and 7 for girls. The teachers in these schools are about 68, the scholars about 1,437. The Reformed Church in America (late the Dutch) has in India aud China 48 day- schools, with 824 pupils; 2 higher seminaries, with 94 pupils, aud a medical class of 5 students. In Japan it has 3 schools for boys aud 2 for girls, the number of pupils in which averages 50 males and 60 females. The Evangelical Lutheran Church reports that in India it has schools in 70 villages, attended by 25 itinerant and 17 stationary teachers, which have an average attendance of about 300 pupils, aud who have given instruction during thirty years past to not less than 9,000 pupils. In Liberia, Africa, it has 1 school, with 2 teachers and 50 scholars. The American Missionary Association (Congregational) does not in its report suffi¬ ciently separate its domestic and foreign work to enable one to judge how many of the 14,048 pupilg enumerated are in its Indian and foreign schools. The Moravian Church, in its missions in Greenland, Labrador, among our Indians, in the West Indies, in Hiudostan, Australia, and South Africa, has 78 boys and 15 girls in training-schools for preparing teachers, with 206 station- and out-station-schools, containing 15,101 scholars, under 176 male and 93 female teachers, with 673 assistant monitors. The Woman’s Union Missionary Society, laboring for the education and elevation of women in Oriental lands, has in Calcutta, India, 75 native teachers under 12 missionary principals, with 1,000 day-pupils aud 30 female pupils in an orphanage. There is also a normal school for training teachers, and 30 schools (probably under the care of the native teachers) are held in the suburbs of the city. In Allahabad it has, under 2 missionaries, 2 schools with 2 native teachers aud 130 scholars. At Yokohama, Japan, it has, under 5 missionaries, 40 day-pupils — 10 in boarding-school, 10 in a daily Bible- class, aud 30 in Sunday-school. The whole number of pupils in mission-schools supported from the United States, dis¬ tinctly returned, is nearly 40,000, exclusive of the 15,101 of the Moravian Church and the 14,048 of the Congregational. EDUCATIONAL CONVENTIONS AND INSTITUTES. 483 EDUCATIONAI. CONVENTIONS ANB INSTITUTES. THE NATIONAL EDUCATIONAL ASSOCIATION.’" The thirteenth annual meeting of this body was held in Elmira the first week of August. The arrangements made for the accommodation of the association gave univer¬ sal satisfaction and the spirit of the meeting was excellent. President Northrop and the other officers were strongly commended for the admirable manner in which they discharged their duties. We give a brief report of the proceedings, condensed from a very full report in the Elmira Advertiser. The forenoons and evenings were occupied by the general associa¬ tion and the afternoons by the departments. General association. — The association met in the Opera House, Tuesday, August 5, at 10 a. m., President Northrop, of Connecticut, in the chair. Prayer was offered by Rev. Dr. George, of Elmira, and, after the appointment of assistant secretaries and treas¬ urers and the usual committees, Mayor Caldwell, of Elmira, and George M. Diven, esq., president of the board of education, cordially welcomed the association in brief addresses, to which President Northrop appropriately resijonded. The question “ Ought the Chinese and Japanese indemnities to be refunded uncondi¬ tionally or devoted to specific educational purposes ? ” was introduced by Hon. Edward Shippeu, of Philadelphia, who has charge of the younger Japanese students in this country. He gave a brief history of the Japanese indemnity of $750,000 in gold, one- half of which has already been paid to the United States and invested in bonds, now amounting, with the accumulated interest, to $800,000. The other half remaius unpaid. The actual damage suffered by the United States in the difficulty did not exceed $19,500. He next sketched the rapid progress of Japan during the four years past, notwithstandiug powerful internal opposition, and urged that, while she is struggling to meet the enormous expense of this jjrogress, she should not be crippled by demands 'for the payment of the balance of the inclemuity. He argued that Japan should not only be released unconditionally from its payment, but that the United States should refund the principal and interest of the indemnity now received over and above the actual damage sustained. He stated that there were reasons to believe that if this should be done without conditions Japan will devote all uf it to the cause of public education. He paid a high tribute to the government of Japan. He was followed by President Northrop, who commended the Japanese students in this country in high terms ; Rev. Dr. McCosh, of Princeton ; Prof. Atherton, of New Brunswick ; Charles Hammond, of Massachusetts ; Mr. Frank Hall and Prof. W. B. Wedgwood, of Washington. Dr. McCosh suggested that, if our Government refunds the indemnity, care should be taken that it do not fall into the hands of the reactionary party. Mr. Hall and Prof. Atherton stated that the reactionary party is the one now in power there, though forced by the pressure of circumstances into a progressive policy. At the evening-session, Rev. Dr. McCosh, of New Jersey, read a very able and sug¬ gestive paper on “Upper schools,” the grade of schools between the elementary schools and the colleges. He believed that the elementary schools of the United States rank as high as those of any country in the world, but that we are in danger of being sur¬ passed by other nations, owing to our want of an organized and efficient system of school- supervision. He described the Irish system of school-inspection, the best known to him. He also expressed the opinion that American colleges impart as high and certainly as useful an education to the great body of students as European colleges, including the great European universities, “ in all of which there are fully as many idle boys and fully as many graduate with a miserably imperfect knowledge as in the American col¬ lege's.” The superiority of the higher colleges of Europe is found in the fact that they produce a select few, at the most not more than one-tenth of the wffiole, who have attained a riper scholarship or have reached a higher culture, or who leave college with a more fixed determination to do origipal work. “The grand question for American colleges to consider at present is, How may we keep the excellences we have and add to them this special culture of the highest European universities ?” He did not think that this end, the trainiug of a few higher minds, could be reached by elevating the standard of admission now adopted in our best colleges. The great majority of students do not now enter college too young. Healthy youths should be prepared for college by IG or 17. He suggested that, perhaps, 10 per cent, of the students who show themselves fitted to be superior scholars should be encouraged by fellowships, earned by competition, to go on to higher, special studies. With such a system, he believed * This report of the meeting of the National Educational Association, held at Elmira, New Tork August, 1873, is taken from the National Teacher, Columbus, Ohio, edited by Mr. E. E. White. 484 EEPORT OF THE COMMISSIONER OF EDUCATION. that American colleges would produce a select body of scholars fit to match the first wranglers of Cambridge, the double first of Oxford, or the doctors of philosophy and science of the scientific schools of Europe. The great defect of our American system of education is the want of a sufficient number of upper or secondary schools, between the elementary schools and the colleges, to enable abler youths to pass from the former to the latter. He sketched the systems of secondary schools in Germany and Great Britain and showed how defective and inadequate is secondary instruction in the United States. The remedy proposed was, first, the establishing of preparatory schools by private endowments and, secondly, by State- and city-endowments. The man who endows a first-class academy deserves more credit than he who founds “ a weakling college.’’ He urged that the ninety millions’ worth of unappropriated land belonging to the General Government should be devoted to the encouragement of secondary schools in the Eastern, Middle, and Western States, and in the Southern States one half of it should be devoted to secondary schools and the other half to aid and encourage the establishment of common schools. He urged that no more of this land should be given to the so-called agricultural colleges or to schools of science and technology, at least until a special inquiry has been made into the actual work now done by these institutions. He stated that in no country in the world has agriculture been much benefited by mere agricultural schools. In all Germany there are but six agricultural schools, and some of these are “ very feeble institutions.” Cornell University, with its $900,000 endow¬ ment from the agricultural-land-grant, graduated only two agricultural students in June last. He also maintained that no part of this ninety millions should be given to colleges. The address produced a deep impression on the large audience present. Prof. Edward S. Joynes, of Washington and Lee University, Virginia, made a spirited reply to Dr. McCosh’s reference to the condition of education in the Southern States. He said that Virginia was doing nobly for the elementary instruction of her children, both white and black, and added, “ Let the North be patriotic and generous to their southern brethren ; let there be equal treatment.” Dr. McCosh replied as spiritedly, that he meant that the South should be assisted in her heroic efforts to elevate all her people. This little episode created quite an excitement and much enlivened the pro¬ ceedings. Prof. Roche, of Baltimore, added a few remarks. The session of Wednesday morning was devoted to a discussion of Dr. McCosh’s paper on “ Upper schools.^’ Speeches were made by Dr. Eli T. Tappan, of Kenyon College, Ohio ; Hon. J. P. Wickersham, of Pennsylvania ; Dr. Daniel Reid, of the Uni¬ versity of Missouri; Dr. Charles Hammond, of Massachusetts; Dr. J. H. Raymond, of Vassar College, New York ; Dr. Joseph White, of Massachusetts ; President Eliot, of Harvard ; Superintendent W. T. Harris, of St. Louis, Missouri ; Mr. Ross, of Seneca ; Dr. G. P. Hays, of Washington and Jefferson College, Pennsylvania; Prof. E. D. Blakesley, of the Potsdam Normal School, New York ; Mr. Root, of Missouri ; Prof. Atherton, of New Brunswick, New Jersey, and Dr. McCosh. President Tappan, of Ohio, stated that the high schools of that State do not prepare one-tenth of the students who enter Ohio colleges. They are doing different work. He urged the multiplication of preparatory schools. Superintendent Wickersham, of Pennsylvania, urged that the number of public high schools should be increased and that the attention of boys should be directed to a higher education, and not so generally to business. There should be a heartier sym¬ pathy between the colleges and the common schools. Dr. Reid, of Missouri, spoke in favor of every land-grant made by Congress for indus¬ trial education ; great advantages had been derived from them in Missouri. Dr. Hammond, of Massachusetts, urged the importance of preparatory schools in addition to the public high schools. President Raymond, of New York, spoke strongly in favor of schools preparatory to college. There is nothing to take the place of the academies which are “ dying out.” The high schools should meet the emergency. Dr. White, of Massachusetts, said we must carry on the high schools by force and the academies by love. The i^oor boy must have an opportunity of securing as good an education as his rich neighbor. The agricultural college gives a liberal education, and we want intelligent farmers and mechanics. President Eliot, of Harvard, believed it to be a positive evil to have such incomplete statistics as those used by Dr. McCosh ; they mislead. Massachusetts’s high schools do not fill her colleges. Harvard does not recewe over 10 or 15 per cent, of her stu¬ dents from the high schools of Massachusetts or over 30 or 35 per cent, from that source in the country generally, but they come principally from private schools. Massachusetts is endowing private academies, which are preparatory to college. Denominational schools are a difficulty. The interference of the national Government in educational interests weakens them. He deprecated asking the Government for aid in any good work which we ought to attend to ourselves. It was pernicious and demoralizing. Superintendent Harris, of St. Louis, reviewed the supervision of schools in this country and spoke iu favorable terms of the high schools. They now afford an educa- EDUCATIONAL CONVENTIONS AND INSTITUTES. 485 tiou really better thau was obtained in onr colleges at the beginning of this centnry. He thought the university should change. President Hays, of Pennsylvania, advocated the establishing of strong preparatory schools instead of weakling colleges and hoped a committee would be appointed to report at the next meeting what changes in the high schools are necessary to meet the requirements. Prof. Blakesley, of New York, spoke of the evil of underrating education. He condemned commercial colleges in unmeasured terms as completely demoralizing to the boys in the laud. What was needed was a liberal education, and boys should be directed to seek the highest and best education obtainable. Prof. Atherton, of New Jersey, spoke in favor of agricultural colleges, and especially of the last laud- grant. Dr. McCosh closed the discussion. He disclaimed any intention to cast aspersion upon any locality. What he proposed was to aid the common schools where needed. He advocated colleges for females as well as males. He took the best statistics that could be got, but they were not claimed to be perfect. According to the last report, 4,171 pupils in high schools and 4,000 in academies in New England were preparing for college. He did not think the religious schools would effect any harm ; let them all go on together. He proposed to give this last $90,000,000 conditionally, that the districts shall give an equal amount. He had no very high opinion of agricultural schools. The session closed after the transaction of business, including the appointment of Dr. Reid of Missouri, Prof. Joynes of Virginia, and Dr. Creery of Maryland a committee to report resolutions on the death of Dr. William H. McGuffey. At the evening-session an able paper by Richard Edwards, president of the Illinois Normal University, on ‘‘ How much culture should be imparted in our free schools V’ was read by I. N. Carlton, of Connecticut. It advocated the highest culture practi¬ cable. It was discussed by Superintendent Wickersham, of Pennsylvania, who be¬ lieved that our high schools would grow into higher schools and finally end in the college or university. He could put no lower limit to public education. Prof. W. P. Atkinson favored the system of free schools, but not a compulsory education beyond the elementary branches. A paper on The relation of the General Government to education ” was read by Prof. G. W. Atherton, of Rutgers College, Nev/ Jersey. It was a paper of great practical interest and received much attention. The conclusion reached was that the nation must educate, and practical ways were pointed out in which this can be done. It was advocated that the proceeds of the sales of public lauds should be devoted to the pur¬ poses of education and that the agricultural colleges should have their share. Dr. George P. Hays of Pennsylvania, D. B. Hagar of Massachusetts, E. S. Joynes of Virginia, Newton Bateman of Illinois, and R. G. Williams of Vermont were appointed a committee to report on the changes needed in high schools to make them preparatory to the colleges. The session of Thursday morning opened with miscellaneous business. M. A. Newell, president of the State-board of education of Maryland, described and ably defended the school-system of that State, and he was sustained by Rev. Dr. Van Bokkelen. Superintendent John Hancock, of Ohio, advocated the propriety and importance of State- and national action in support of schools. He believed that it was proper for the Government to estaldish a great national university. He offered the following resolution ; which, after reference to the committee on resolutions, was unanimously passed : ^‘Eesolved, That, iu the opinion of this association, the proceeds of the sales of the public lands should hereafter be set apart by Congress, under such conditions as it may deem wise, as a jperpetual fund for the support of xuiblic education in the States and Territories.”’ The resolution was strongly advocated by Prof. Atkinson, of Boston. Addresses on “Education in the South” were delivered by Hon. W. G. Brown, State- superintendent of Louisiana, and Hon. J. C. Gibbs, State-superintendent of Florida, and a lively discussion took jilace between Prof. Atherton, M. A. Newell, and Dr. McCosh on the paper read the previous evening by Prof. Atherton. President Fair- child, of Kentucky, and Professor Joynes, of Virginia, spoke of the school-i)rivileges in the South. Ex-Governor Horatio Seymour, being in the hall, was called ux)on and introduced by President Northrox). He v.'as received with applause and spoke briefl}'^ and to the de¬ light of the audience on the general subject of teaching and education. The evening-session was also devoted to business and brief addresses. Among the resolutions reported by the committee, and unanimously adopted by the association, was one discharging all permanent committees who have neither met within the past year nor reported to the association at the present meeting. This discharges the com¬ mittee on a national university. Dr. Hammond, of the special committee on the Japanese indemnity, reported a reso- 486 REPORT OF THE COMMISSIONER OF EDUCATION. liition, -vNTiich was adopted, recommendiug the unconditional relinquishment of the fund to Jai)an, and a committee, consisting of the officers of the association and one • member from each State, was appointed to memorialize Congress on the subject. Dr. Daniel Reid, chairman of the committee, reported appropriate resolutions in re¬ gard to the late Dr. McGuffey, which were adopted. Brief and stirring addresses were made by President Northrop ; Prof. J. M. Lang¬ ston, of Howard University, District of Colombia; Hon. Joseph White, of Massachu¬ setts ; Rev. Thomas K. Beecher, of Elmira ; Prof. Edward S. Joynes, of Virginia ; Super¬ intendent J. H. Binford, of Richmond, Virginia; Superintendent Mclver, of North Carolina; Prof. Roonds, of Maine; Superintendent Jillson, of South Carolina; and Superintendent W. G. Brown, of Louisiana. President Northrop made the announcement that the enrollment at this meeting of the association had been far greater than that at Boston last year or at St. Louis the year before, and the association adjourned sine die. The officers elected for the comiug year are as follows : President, S. H. White, Illi¬ nois; secretary, A. P. Marble, Massachusetts ; treasurer, John Hancock, Ohio; vice- presidents : Dr. James McCosh, New Jersey ; Dr. G. P. Hays, Pennsylvania ; J. W. Dick¬ inson, Massachusetts; James H. Binford, Virginia; MissD. A. Lathrop, Ohio ; Mrs. M. A. Stone, Connecticut ; W. J. Phelps, Minnesota ; Dr. Daniel Reid, Missouri ; E. J. Fairchild, Kentucky ; W. R. Creery, Maryland ; John Swett, California ; and N. A. Calkins, New York ; counselors : B. G. Northrop, Connecticut, at large ; John Eaton, District of Colum- bia,at large; C. C. Rounds, Maine ; J. H. French, Vermont ; Allen A. Bennett, New Hamp¬ shire ; Joseph White, Massachusetts ; J. C. Greenough, Rhode Island ; H. E. Sawyer, Connecticut; G. L. Faruham, New York; H. B. Fierce, New Jersey; G. P. Beard, Pennsylvania; M. A. Newell, Maryland ; J. Ormond Wilson, District of Columbia; E. S. Joynes, Virginia ; Alex. Mclver, North Carolina ; J. K. Jillson, South Carolina ; G. W. Walker, Georgia ; J. C. Gibbs, Florida ; Miss Isabel Babcock, Mississippi ; W. G. Brown, Louisiana ; T. J. Mulvany, Arkansas ; Mr. Shackelford, Kentucky ; W. D. Heukle, Ohio ; A. C. Shortridge, Indiana; E. C. Hewett, Illinois; Miss Rectiua Wood¬ ford, Michigan ; E. A. Charlton, Wisconsin; A. Armstrong, Iowa; O. Root, jr., Missis¬ sippi ; P. G. Williams, Kansas ; and A. P. Benton, Nebraska. On Friday the members of the association, with invited guests, made an excursion to Watkius’s Glen. Elementary department. — This department, N. A. Calkins, of New York, president, met in the Opera House on Tuesday, Wednesday, and Thursday afternoons. The entire session of Tuesday was devoted to a discussion of the subject of elementary read¬ ing. It was introduced by an elaborate paper on “ The thought and sentence method,” by George L. Farnham, of Binghamton, New York. This was followed by a paper on “ The phonetic method, with pronouncing orthography,” by Edwin Leigh, of New York. The subject was further discussed by Dr. Adolf Douai, of New Jersey; W. N. Barringer, of Newark, New Jersey ; Mrs. A. J. Rickoff, of Cleveland, who spoke with great acceptance ; Charles O. Hurlbut, of Paterson, New Jersey ; E. A. Sheldon, of Oswego, New York ; Mr. Ross, of Seueca, New York ; Prof. Goodwin Clark, of Boston ; Mr. Freeborn, of Wellsville, New York, and Mr. Abbott, of Brooklyn, New York. This was probably the most thorough discussion of the subject that has yet taken place in any educational meeting in this country, and we advise all who are interested in primary teaching to purchase a copy of the proceedings when published. The second session opened with an interesting paper by Dr. Malcolm McVicker, of Potsdam, New York, on ‘‘ Principles and methods of teaching arithmetic.” He alleged that every principle and process should be presented objectively, aud fully illustrated his method of eye -teaching. His views were sustained by J. H. Hoose, of Cortland, New York, and G. L. Faruham, of Binghamton, New York. Au eloquent and effective paper was next read by Henry F. Harrington, of New Bedford, Massachusetts, on “What should be the leading object of American free schools ?” His answer was that the great purpose of popular education is “to bring to the highest possible state of efficiency that sum total of all the powers of the pupil’s being, purely and nobly interacting and interdependent, which is termed manhood.” Only the complete aud perfect man can be relied on to make the upright, trustworthy, aud orderly citizen. This thought was fully elaborated. At the Friday’s session. Prof. J. W. Dickinson, of Westfield, Massachusetts, on be¬ half of a committee appointed last year, submitted a report upon the Kindergarten, which elicited considerable discussion, participated in by Mr. Barringer of New Jersey, Mr. Richards of Washington, and others. Miss Amy L. Bradford, of North Carolina, proposed to try the Kindergarten in her school. Mrs. Krause, of New York City, read a valuable paper on “ What Frobel’s sys¬ tem of Kindergarten-education is, aud how it can be introduced into the public schools.” The paper elicJed an interesting discussion, participated in by both ladies aud gentlemen. Miss Pay sou, of Chicago, and Miss Kate French, of New Jersey, approved of the views of the paper. Prof. Z. Richards, of Washington, pre¬ sented his views on the subject of school-houses and recreation. Resolutions were adopted recognizing the Kindergarten as a potent means for the EDUCATIONAL CONVENTIONS AND INSTITUTES. 487 elevation of priniaiy education ; reconiinending the establishment of Kindergarten, public and private, and also of a normal school for the special i)urpose of training Kindergarten-teachers; and calling attention to the importance of initiatory experi¬ ments to determine the best methods of connecting the Kindergarten with onr present school-system. A brief and practical paper was next read by Superintendent A. J. RickotF, of Cleve¬ land, Ohio, on “ School-hours for children under 10.” He would not keep chihUeu at first in school nioi'C than three hours a daj^, and until 0 years of age not more than four hours a day, and above 9 years of age not more than hve hours a day. The session closed with an excellent paper by Prof. A. Eisw;il, of Savannah, Geor¬ gia, on “The education of the emotional nature.” The officers elected for the ensuing year are as follows : President, Henry F. Harring¬ ton, New Bedford, Massachusetts; vice-president, Miss Hannah Cummings, Kirks- ville, Missouri ; secretary, George B. Sears, Newark, New Jersey. Normal deparimmit. — This department, A. G. Boy den, of Bridgewater, Massachusetts, president, met each afternoon at Stancliff Hall. Tuesday’s session was devoted to the consideration of a paper by Dr. Richard Edwards, of Illinois, on “Duties and dangers of normal schools,” which wms read by Prof. D. B. Hagar, of Salem, Massachusetts. The paper elicited au interesting discussion, participated in by R. G. Williams, of Ver¬ mont; J. H. Hoose, of New York; C. C. Rounds, of Maine; Oliver Airej^ of AViscon- siu ; George P. Beard, of Pennsylvania; I. N. Carlton, of Connecticut; M. A. Newell, of Maryland ; C. H. Verrill, of Pennsylvania, and others. The second session was opened with a discussion of the question, “ What should the normal schools aim to accomplish in the teachiug of natural science ?” Mr. Dwight, of New Britain, Connecticut ; J. C. Greenough, of Rhode Island, and Mr. Winters spoke on the subject. This was followed by the reading of a very logical and thoughtful paper on “Ele¬ mentary and scientific knowledge,” by Prof. J. W. Dickinson, Westfield, Massachusetts. Miss Delia A. Lathrop, of Cinciunati, read a paper on “Training-schools,” in which the subject of normal training was discussed under the heads of normal schools, teach¬ ers’ institutes, and training-schools. This was one of the ablest and most valuable papers read at Elmira. It elicited au earnest discussion, participated in by Mr. Brown, of Maine ; E. C. Hewitt, of Illinois; John Hancock, of Ohio ; D. B. Hagar, of Massa¬ chusetts ; H. B. Buckham, of Buffa%, New York; Zalmou Richards, of Washington; E. A. Sheldon, of Oswego, New York; and E. T. Tappan, of Ohio. Miss Lathrop con¬ gratulated the speakers on the fact that they had not sacrificed truth to gallantry in discussing her paper. The closing session well sustained the interest manifested from the first. Prof. C. C. Rounds, of Maine, introduced a resolution affirming it to be the sense of the depart¬ ment that all normal schools should have practice-schools. It was passed after a dis¬ cussion in wffiich Prof. C. H. Verrill of Pennsylvania, Dr. McVicker of New York, and others took part. Prof. Henry B. Buckham, of Buffalo, New York, read a thoughtful and valuable paper on “The relation of scholarship and method in normal schools.” He took the position that scholarship should not be subordinated to method in normal instruction ; neglect method rather than scholarship. It gave rise to a spirited discussion, in which Prof. Carlton, of Connecticut, and Dr. McVicker, of New York, took a x^rominent x)art. The officers elected for the ensuing year are as follows : Pre.sident, J. H. Hoose, Cort¬ land, New York ; vice-president, W. N. Hailman, of Louisville, Kentucky ; secretary, Miss Roolisou, of Cincinnati. Depariment of higher instruction. — This dex>artment met Tuesday afternoon in the City Hall, Dr. Daniel Reid, of Missouri, president pro tern. President Charles W. Eliot, of Harvard College, jjresented a report on a national university. He gave a somewhat facetious account of what the National Educational Association has done about a national university since 1869, reaching the conclusion that the xierraanent committee appointed at St. Louis has never had a moment’s existence, and that the association is “ thus far free from all responsibility for whatever may have been done since August, 1871, about a national university.” He next examined the two bills on the subject which w'ere introduced into the Senate in 1872, and then proceeded to discuss the true policy of our Government as regards university-instruction. He denied that it is the duty of Government to j^rovide and control educational institutions, affirming that this conception of government is abolescent everywhere. Our Government is not the guardian of the nation’s morals. It is no more the duty of Government to direct secular education than to conduct religious education. As religion is properly left to voluntary support, so may the people be left to provide suitable universities for the education of their youth. The very essence of republicanism is self-reliance, and hence the Government should perform no function which any private agency can x^er- form as Avell. The subsidizing x^rocess saps the foundations of x^ublic liberty. Let us cling fast to the genuine American method of x^uiblic instruction — the American volun¬ tary system — in which the higher grades of instruction are provided by permanent en¬ dowments administered by iucorx)orated bodies of trustees. I 488 REPORT OF THE COMMISSIONER OF EDUCATION. Chancellor Wedgwood, of Washington, followed with a j)aper in favor of a national university. Dr. McCosh, of New Jersey, opposed a national university, hut he believed tl'jc Government should look after schools and morals. He alluded to the fact that Harvard had repeatedly received aid from Massachusetts. Dr. Reid, of Missouri, gave a history of the establishment of State-universities by grants of public lands, and added, that he believed in a national university. He did not fear such appointments as those of Bache, Henry, and Peirce. Messrs. Sprague, of Washington ; Hancock, of Ohio ,' Harris, of St. Louis ; and Atherton, of New Jersey, spoke in favor of a national university, and Messrs. Atkinson, of Iowa; Joynes, of Virginia; Vail, of Rochester ; and Root, of Missouri, against. No action on the subject was taken by the department. The second session was held in the chapel of the First Presbyterian church. A sug¬ gestive and scholarly paper on “ The study of the classics ” was read by Prof. Ed- ■w'ard S. Joynes, of the Washington and Lee University, Virginia. It took a strong position in favor of the study of the ancient languages, pronouncing it the noblest ele¬ ment in modern culture. The paper was discussed by President Eliot, of Harvard, who stated that linguistic study in early life is necessary to the after-study of the sciences; Prof. John R. Roche, of Maryland ; Prof. Meres,, of Hamilton College ; Rev. F. G. Surbridge ; and Professor E. G. Youmans, of the Popular Science Monthly. Prof. Youmans stated that Count Rumford and Prof. Faraday absolutely ignored a classic education, and that Prof. Tyndall has no knowledge of Latin and Greek. President Eliot replied that these distinguished scientists were exceptional representatives of remarkable genius. Lincoln was not liberally educated, but his Gettysburg speech is unsurpassed, and perhaps unsurpassable. The average boy is not thus educated. Prof. Atkin¬ son thought that this speech by Lincoln pointed a lesson. He believed that Latin grammar had made many a man a dunce who, without it, might have been a genius. The closing session was devoted to a paper by Prof. W. P. Atkinson, of Boston, enti¬ tled “ A liberal education for the nineteenth century.” The main drift of the paper, which was full of well-turned hits, was against the study of the classics to the extent that has been demanded. Itprovoked a very spirited discussion, which was participated in by Dr. Reid, of Missouri ; Dr. Hammond, of Massachusetts ; Professor Meres and President Brown, of Hamilton College, New York; Prof. Bennett, of Syracuse Uni¬ versity, New York; Prof. Joynes, of Virginia; President Hays, of Pennsylvania; and President Tappan, of Ohio. The officers elected for the ensuing year are as follows: President, Daniel Reed, of Missouri ; vice-president, W. P. Atkinsbn, of Boston ; secretary, George P. Hays, of Pennsylvania. Department of superintendence. — This department. Superintendent W. T. Harris, of St. Louis, president, met on Tuesday and Thursday afternoons in the Joy Lodge-Rooms. At the lirst session, Superintendent A. J. Rickotf, of Cleveland, read a paper on ‘‘ School -house-plans,” illustrating the same with drawings u^mn the blackboard. Si)ecial attention was given to ventilation and light. Superintendent J. H. Binford, of Richmond, Virginia, read a suggestive paper on “ The relation of school-boards to superintendents.” The subject was discussed by Sui)eiiutendent Packard, of Saratoga ; Superintendent Hancock, of Cincinnati ; Super¬ intendent A. Armstrong, of Iowa; Superintendent Wickersham, of Pennsylvania; Su¬ perintendent Rickofif, of Cleveland ; Superintendent Creery, of Baltimore; Superin¬ tendent Marble, of Worcester, Massachusetts ; and Superintendent Sawyer, of Connec¬ ticut. At the second session, a paper by Chancellor Eliot, of Washington University, St. Louis, on ‘‘ Western university-education,” -was read by President Harris. A ])aper on “ Leigh’s method of teaching reading,” by Superintendent V/illiam M. Bryant, of Burlington, Iowa, was read by J. H. Binford, of Richmond. It was an able defense of Dr. Leigh’s method. The subject was further discussed by Prof. Hurl- but, of New Jersey ; J. W. Bulkley, of Brooklyn; Superintendent Harris, of St. Louis; Superintendent Farnham. of Binghamton, New York; Superintendent Shortridge, of Indianapolis, Indiana ; Superintendent Wilson, of Washington City ; and Dr. Leigh, nearly all of whom commended the method. Superintendent Rickoff, of Cleveland, chairman of the committee, submitted a report recommending that a meeting of the department be held in Washington City some time next winter. The report was adopted, and the officers of the dejiartment were constituted a committee to call the meeting.* Superintendent J. H. Binford, of Richmond, Virginia, was elected president for the ensuing year and Superintendent A. Armstrong, of Iowa, secretary. * The meeting above referred to was held in the legislative hall, Washington, District of Columbia, on Thursday and Friday, January ‘29 and 30. Representatives were present from Texas, South Carolina, Vir¬ ginia, West Virginia, District of Columbia, Maryland, Pennsylvania, Connecticut, Rhode Island, Massachu- se- t.s. New Hampshire, Ohio, and Indiana. Important business was transacted, looking to a uniformity in school-statistics, promotion of the bhl for aiding education from the proceeds of the sales of public lands, and proper representation of educational interests at the centennial. The convention then adjourned to meet at Detroit, in August. EDUCATIONAL CONVENTIONS AND INSTITUTES. 489 AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE. The twenty-second annual meeting of the American Association for the Advancement of Science was held at Portland, Maine, August 20-26, 1873. The attendance was large and the papers presented numerous and valuable. The permanent secretary, F. W. Putnam, read a short necrology of the association for the past year. The losses by death have been as follows : Prof. J. D. Perry, Dr. H. C. Perkins, Prof. J. H. Coffin, Mark Fisher, Dr. John Torrey, Miss S. L. Blatchley, Prof. \V. S. Sullivaut, Judge T. B. Butler, Col. J. W. Foster, Isaac Ferris, J. O. Noyes, and Dr. G. A. Maack. To these he added the name of Prof. J. F. Frazer, who was once a member of the association. At about noon the general meeting adjourned, and the as¬ sociation resolved itself into sections ; section A, devoted to physics, chemistry, and mathematics ; section B, to natural history, botany, geology, &c. The afternoon-sessions of the sections were devoted to the reading of papers, among the most practically important of which were the following: First day, T. Sterry Hunt’s “Notes on the geology and economic mineralogy of the southeastern Appala¬ chians.” The author began with a brief sketch of the iihysical geography of that mountain-region which borders on its southeast side the Appalachian Valley, from Southern to Northern Virginia. After describing the mineral deposits of these Appala¬ chian rocks. Dr. Hunt called attention to their great economic value, referring espe¬ cially to the phosphates of South Carolina, the copper deposits at Ducktowu, Tennessee, and the vast beds of pyrites available for the manufacture of acid, which lie hidden within the mountains of the Blue Ridge. England sends to Spain for pyrites, making therefrom acids to convert South Carolina phosphates into fertilizers. We import sul¬ phur from Sicily to make our acids, while the Blue Ridge deposits of pyrites far exceed those of Spain. The paper was one of great interest and called forth many questions and considerable discussion. Prof. Young, of Dartmouth, described, “A new form of break -circuit and the electric control of chronographs.” The difficulty with the break-circuits in general use is that they act irregularly, altering the rate of the clock and producing an irregular line upon the chronograph. The apparatus described had been in use at Dartmouth for three years with line results. By its use he had been able to make a chronograph, constructed from the barrel of an old clock, work with highest accuracy. Mr. E. B. Elliot, of Washington, followed with a paper on the “ Relation of the fre¬ quency of auroras to changes in the length of the earth’s radius- vector,” in which some curious facts were given as to the relation between auroras and magnetic changes which take place upon the earth. A vigorous discussion followed the reading of the paper. On the second day Prof Young, of Dartmouth College, communicated an inter¬ esting paper on “ The possibility of a liquid solar envelope.” He said that it is gener¬ ally agreed that the sun is, in the m'lin, a gaseous body. It is also maintained that there are on the outside of the sun clouds of metallic vapor. The professor held that instead of these there is ]nobably a shell of liquid matter, so that the sun is like a gi¬ gantic bubble with a bottomless ocean below. This theory seemed to him to explain the phenomena of spots, &c., better than the other. Some discussion followed on the subject touched upon, one speaker denying altogether the conclusion at which most men of science seem to have arrived from observations made by the spectroscope. Prof. Hilgard, of the Coast-Survey, then read a paper describing the measure¬ ment of areas of meridians in the progress of that survey on tlie eastern coast of the United States, one in New England, and one near Delaware Bay. These, added to pre¬ vious measurements in other parts of the earth, make together nearly a quadrant of longitude, carefully measured. Prof. Peirce, Superintendent of the Coast-Survey, then gave some account of the object and proposed work of that Department. He' showed that there is still a gi’eat deal that ought to be done, and said the maps of China were more accurate a thousand years ago than those of our Western country are to-day. But the accuracy of the Coast-Survey, as far as it has gone, is greater than that attained in any other country in the world. On the afternoon of the same day Prof. Benjamin Peirce gave an article on the rota¬ tion of the planets as a result of the nebular theory. Gen. J. G. Barnard, of New York, next presented an article on the relation of in¬ ternal fluidity to the precession of the equinoxes. He thought that the earth is much nearer being a rigid solid than is sux)posed by modern geologists. In the evening the whole association met in the city-hall, and heard an article by Dr. Franklin B. Hough on “The duty of governments in the jireservation of forests.” The author attributed the growing xirevaleuce of floods and droughts to the clearing of the surface of the ground from the shade of trees. Several countries of Europe have national forests, as in France, where they cover more than 13,000 square miles. Our older States do not own forests, so that regulations of this kind must begin with the people. He desired the establishment of schools of forestry, and ho pointed out the 490 REPORT OF THE COMMISSIONER OF EDUCATION. action whicli a State might take to encourage the growth of forests. He ended hy offering a resolntiou providing for the apijoiutmeut of a committee to memorialize Congress and the several State-legislatures on this subject. The resolution went to the standing committee. Some discussion, however, took place on this subject, one speaker claiming that the amount of woodland in the West is constantly increasing, and that there is no need of laws to protect the forests in that quarter of the country. Mr. L. H. Morgan read an article on the “Architecture of the American aborigines,” describing that of the Village Indians of New Mexico and Central America, stating that they lived, on the x^riuciples of communism, in immense houses, accommodating sometimes about 2,000 people in one building, and that these large buildings could not have been, as has been thought, palaces of chieftains. On the third day came a paper from Prof. G. C. Swallow, of Missouri, on “ The origin of species,” taking ground against the Darwinian theory. The reading of the paper was followed by a warm discussion. Next followed the address of J. Lawrence Smith, the retiring president of the asso¬ ciation, which was read by Prof. Putnam, the secretary, the president being absent in Yieuua. On the fourth day C. H. Hitchcock communicated a paper from George Washburn, of the American College at Constantinople, on “ Calvert’s supposed relics of man in the Miocenes of the Dardanelles.” The supposed finding of human traces and relics of barbarous men in the above-named locality was controverted. On the sixth day the following papers, with others, were read : “ The need of a uni¬ form position for anatomical figures, with a recommendation that the head be always turned toward the left,” by B. G. Wilder ; “ Means of determining the stratigraphical order of seams of coal in Ohio, Kentucky,” &c., by E. B. Andrews ; “ On the origin of mountain-chains,” by Charles Whittlesey ; “The Devonian limestone in Ohio,” by O. H. Winchell. In the general session the following officers were elected for the ensuing year : Dr. Lecomte, of Philadelphia, president ; Prof. C. S. Lyman, of New Haven, vice-presi¬ dent ; Dr. A. C. Hamlin, of Bangor, general secretary ; W. S. Vaux, of Philadelphia, treasurer. NEW ENGmiND ASSOCIATION OF SCHOOL-SUPERINTENDENTS. At a meeting of this association, held in Boston, October 17, 1873, papers were read on “ The relative number of male and female teachers desirable in our high, and gram¬ mar-schools,” “ Selection of teachers,” and “ The limits of public education.” These pa¬ pers were afterward discussed by the superintendents present. That on the relative number of male and female teachers called forth special interest and was terminated by the unanimous adoption of dhe resolution that “an increase in the relative number of male teachers would increase the efficiency of our schools.” Mr. Philbrick, superintendent of the Boston schools, by request of the association, occupied an hour in some very interesting remarks on the Vienna Exposition, espe¬ cially, the educational department, and the European system of education in general. Programme of siudies adox)ted l>y the Neiv England Association of School- Supeiintendents at their meeting at Boston, February 14, 1873. — The programme includes nine classes, the work of each class covering a period of one year. The classes are numbered from one to nine, the lowest primary being the first and the highest grammar the ninth class. The number of hours per week allotted to each study or exercise is indicated by the figure annexed, the whole number of school-hours per week being 25. First class : Reading, 10 ; printing, (first half of the year,) ; — writing, (last half of the year,) 21^; oral instruction, (including number, morals, and manners,) 3 ; drawing, 1 ; spelling, 2|^ ; music, 1 ; physical exercises, 14; and opening exercises and recesses, 3-}. Second class: Reading, 8 ; writing, 2; oral instruction, (including morals and man¬ ners,) 3; number, 2^; drawing,!; spelling, 24; music, 1; physical exercises, 1^; and opening exercises and recesses, 3^. Third class : Reading, 8 ; writing, 2 ; oral instruction, (including morals and man¬ ners,) 2i ; arithmetic, 3 ; drawing, 1 ; spelling, 2^ ; music, 1 ; physical exercises, 1^ ; and opening exercises and recesses, 34 Fourth class: Reading, 6; writing, 2; oral instruction, (including morals, and man¬ ners, and geography,) 3; arithmetic, 4; language, 2 ; drawing,!; spelling, 2^ ; music, 1 ; physical exercises, 1 ; and opening exercises and recesses, 2.^. Fifth class: Reading, 6 ; writing, 2; oral instruction, (including morals, and man¬ ners, and geography,) 3 ; arithmetic,!; language, 2; drawing,!; spelling, 2^; music, 1 ; physical exercises, 1 ; and opening exercises and recesses, 24 Sixth class: Reading, 4; writing, 2; oral instruction, (including morals and man¬ ners,) 2^; geography, 3 ; arithmetic, 4; language, 2 ; drawing, 1^; spelling, 1^ ; music, 1 ; xihysical exercises, 1 ; and opening exercises and recesses, 2^. Seventh class: Reading,,! ; writing, 2 ; oral instruction, (including morals and man- EDUCATIONAL CONVENTIONS AND INSTITUTES. 491 ners,) 2 ; geography, 3 ; arithmetic, 4 ; language, (iuchuliiig grammar,) 3 ; drawing, 1-^ ; apelliug, 1 ; music, 1 ; physical exercises, 1 ; and opening exercises and recesses, 2^. Eighth class: Reading, 4; writing, 1^ ; history and review of geography, 3 ; oral in¬ struction, (including morals and manners,) 1^; arithmetic, 4; language, (including grammar,) 4; drawing, 1-^; spelling,!; music,!; physical exercises,!; aud opening exercises aud recesses, 2^. Ninth class : Reading, 4 ; writing and book-keeping, ; history and review of geogra¬ phy, 4; oral instruction, (including morals and manners,) 1} ; arithmetic, 3; language, (including grammar,) 4; dra^ying, 1^; spelling,!; music, 1; physical exercises, 1; and opening exercises and recesses, 2^. INTERNATIONAL ACADEMY OF NATURAL SCIENCES. The opening exercises of this association were held in the city of New York, Novem¬ ber 3, 1873. The inaugural address was by Dr. Howard Crosby, chancellor of the Uni¬ versity of the City of New York. He stated that the aims of the institution were to have a double organization, one in Boston, one in New York; to give its students a thorough scientific training under the best instructors, both American and European ; to organize, after a preparatory course of lecture-room- aud school-instruction, a sys¬ tem of travel, under competent professorial charge, and thus to establish a system of objective teaching. A communication on the claims of science in systems of education for females was presented by Dr. AVest of the Brooklyn Female Seminary. Other matters connected with the idea of the academy were brought forward, as follows : by Prof. George N. Bigelow, A. M., “Travel as a means of teaching ; ” by Rev. John T. Bigelow, D. D., “Methods of teaching ; ” by Prof. R. M. Labbertou, LL.D., “The history of nations as a branch of natural science ; ” by William Henry Goodyear, “ Art and esthetic culture ; ” and by Dr. A. Leue, of Rostock University, Germany, “ The peculiarities of German schools.’^ • SPECIAL ARTICLES. 493 ART-EDUCATION. 495 AKT»El>UCATION. [By Prof. C. O. Thompson, Worcester, Massachusetts.] DRAWING. Art-educatiou embraces all those appliances and methods of training by which the sense of form and x>roportion is developed. It is successful when the student uner¬ ringly discriminates between what is ugly and what is beautiful, and expresses his ideas of form in drawing as readily as ideas of other sorts on the written page. The interests of art-education in Massachusetts center at present in the \vork under¬ taken and vigorously prosecuted by Mr. Walter Smith. This gentleman holds a commis¬ sion from the city of Boston as general supervisor of drawing in the public schools, and one from the State of Massachusetts as State-director of art-education. He was formerly a South Kensington art-master at Leeds, England. The plan of instruction for the schools is very simple. The teachers assemble at stated intervals, and the lesson is given them by Mr. Smith, which they are to rejiro- duce in their schools. For the teachers of the State at large, this work is done at teachers’ institutes. ' The scheme of instruction for graded public schools is set forth in the following table : Scheme of instruction in drawing suggested for graded public schools in Massachusetts, com¬ plying \cith the act of VS70 concerning industrial drawing. {Arranged by Walter Smith, State- director of art-education, Massachusetts.) Schools. Classes. Time given per week. N umber of lessons per week. j Length of lesson. Drawing on — Taught by— 1. Primary schools.. 6, 5,4 *3, 2,1 Hrs. 2 4 Mins. 30 Slates . Regular teachers. 2. Primary schools.. 2 4 30 Paper in blank-books .. Do. 3. Grammar-schools. * 6, 5, 4 2 3 40 Paper in blank-books Do. 4. Grammar-schools. * 3, 2, 1 2 3 40 and text-books. Paper in blank-books Do. 5. Latin and high * Lower classes.. 2 o 60 and text-books. Paper in blank-books Do. schools. 6. Latin and high ■"'Higher classes.. 2 2 60 and text-books. Paper in blank-books Special instructors. schools. 7. Normal schools .. Allthe-classes.. 2 2 60 and on sheets. Paper in blank-books . . Do. Subjects taught, and order of lessons for each week. — The figures 1, 2, 3, 4, signify the first, second, third, and fourth lesson in each week. Where two alternative subjects are named, one is to be taken one week and another the following week. Reference to a text-book means that whatever drawing-book is in use in the schools shall bo drawn from, as a distinct exercise. All the classes marked thus * are to draw upon the blackboard, when the lesson is suitable to such an exer¬ cise ; one-third of the class to draw each lesson, so that the whole class will have drawn upon the board every three lessons. 1. Free-hand-outline from cards, charts, and blackboard-lessons, the first copies. IMemory-iessons, drawing previous exercises from memory. Definition of plane-geometry, to be learned by heart, and illustrations drawn. Dictation-lessons of right-line-figures and simple curves. Order of lessons : 1. From cards or charts. 2. From blackboard. 3. Memory and dictation, alternately. 4. Geometric definitions. 2. The more advanced copies in cards, charts, and blackboard-lessons. Memory- and dictation-lessons, (without illustrations.) Object-lessons, illustrated by drawings. Geometric definitions, drawn on a large scale. Order of lessons : 1. From cards or charts. 2. From blackboard. 3. Memory and dictation, alternately. 4. Object-lessons and geometric definitions, alternately. 3. Free-hand-outlines of ornament and objects, from blackboard. Lessons in text-book. Map-drawing. Memory- and dictation-lessons. Geometric exercises, plane-geometry, up to 50 problemso f constructional figures. Order of lessons : 1. Objects from blackboard and drawing from text-book, alternately. 2. Memory-draw¬ ing and dictation-exercises, alternately. 3. Geometric and map-drawing, alternately. 4. Free-hand-outline-drawing, from solid models. Geometric drawing, up to the end of the course. Design in geometric forms, from the blackboard. Memory-drawing. Map-drawing. Dictation-lessons. 496 REPORT OF THE COMMISSIONER OF EDUCATION. Order of lessons : 1. Model-drawing, from object. 2. Geometric and memory- drawing, alternately. 3. Map-drawing and design, alternately. 5. Model- and object-drawing, with exercises in perspective, drawn by the free hand. Object-lessons, illus¬ trating historic art and architecture. Shading from models and copies. Harmony and mixture of colors. Design from natural foliage. Order of lessons : 1. Model-shading and object-lessons, alternately. 2. Lessons in color and exercises in design, alternately. 6. Perspective by instruments. Shading in chalk and color, from models and natural objects, and foliage. Design in color and shadow. Projection. Lectures on painting, sculpture, and architecture. Order of lessons : 1. Perspective and projection, alternately. 2. Painting or shading and design, alter¬ nately. 7. Object-drawing and design. Ornamental design. Historic lessons. Advanced dictatiou- and memory- lessons. Lessons in teaching drawing. Perspective, advanced. Designing blackboard examples. Order of lessons: 1. Object-drawing and design, alternately. 2. Perspective and dictation- or memory- lessons, alternately. 3. Lessons in teaching drawing, occasionally. The results so far obtained, though necessarily meager, are very encouraging. A large majority of teachers in the State will second the resolution recently adopted by a convention of London school-masters : “ That half the time previously given to writing had been given to drawing, with the result that the writing had been better, and the power of drawing was a clear gain.” This was in 1852, when England was beginning the series of experiments in art-education which has culminated in South Kensington. EVENING-SCHOOLS FOR ADULTS. The law requires all towns of more than 10,000 inhabitants to provide free instruc¬ tion in drawing for mechanics and artisans and all others who may desire it. The law has been in force two years, and nearly all the towns included in its provisions have established evening-drawing-schools. An exhibition was held in Boston in May, 1872, when drawings from the different classes were exhibited, and great interest was thus awakened in the subject. The report of the committee, C. C. Perkins, W. R. Ware, and Walter Smith, ap¬ pointed to examine the drawings, affirms the entire success of the scheme, as judged by practical benefits, and suggests the necessity of large provision of models and art- examples for future classes. GENERAL IDEA. The general grounds of public polity upon which these classes are deemed necessary and expedient have been thoroughly traversed. They belong in the same category as public libraries and reading-rooms. The library is needed as a force to influence the faculties which the school has wakened and partially trained and to guide them towards truth and justice. The drawing-school is needed to carry forward the art¬ training, begun in schools, to large and beneficent results in quickened invention and improved taste. If this art-training has been neglected in school, the drawing-class offers the community a chance to rectify the mistake. Drawing is regarded in this movement, not as an accomplishment for a few gifted individuals, but as a necessity in the future for every first-rate artisan. WHO ATTEND THESE CLASSES. Two sorts of pupils have appeared in them : First, those who are disposed to under¬ take a general art-training, so as to learn to dyaw from models, free hand, without reference to any immediate practical benefit. In this class are teachers, engravers, architects, stone-cutters, and others. The main point in the training of such persons is discipline of the sense of form and proportion by carefully-studied exercises. The second class consists of artisans of all sorts, mainly machinists and carpenters, who have no time, or think they have none, for sheer art-training, but want a knowledge of instrumental drawing which will bo of immediate use in business. Statistics of the Worcester class of 1870 show some interesting results. The class numbered 145 — 136 men and 9 women. In respect of age, there were one over 60, two between 50 and 60, four between 40 and 50, twenty-eight between 30 and. 40, sixty-one between 20 and 30, and forty-nine under 20. In respect of occupation, there were, of machinists, 42 ; carpenters, 26 ; pattern-makers, 7 ; architects, 4 ; while the others represented thirty different trades and occupations. More than half the class walked two miles to get the lessons, two-thirds of them were usually in their seats a half hour before the lesson began, and three-fourths of them were present at the last lesson as punctually as at the first. In 1871 there were 250, representing as great a variety of age and occupation as the first class. Other towns in the State have a similar record. TESTIMONY TO THE NEED OF ART-EDUCATION. The statistics just given furnish strong evidence of the widely-felt need of these drawing-classes. Other corroborative evidence is abundant. Mr. E. P. Morgan, mechanic engineer of the Saco AVater-Power Machine-Shop, says; “Through the inability of our workmen to understand a working-drawing, hundreds of dollars are ART-EDUCATION. 497 lost every year in tins establishment.” Commenting on this, Mr. Bartholomew, of Boston, says : “What is trne in this case is trne of onr mannfactnring-establishmeuts all over the land. The time lost in doing that which must be done again bccanse of error, the loss of material and of power, the wear and tear of tools to no good purpose, the time of engineers and foremen spent in explaining drawings wdiich would have been nuderstood at a glance had the workmen been instructed in drawing, and the time consumed in listening to these explanations cost the country, it is safe to say, millions of dollars annually.” Mr. C. H. Morgan, superintendent of the Washburn & MoemManufacturing Company, Worcester, Massachusetts, says ; “ When a boy, I was one of a class of thirteen who spent all their leisure time in studying drawing. At the i)resent time every one of that class has attained to an important position, either as manufacturer or manager ; and each has owed his power to seize the opportunity of his advancement to his knowledge of drawing.” Prof. C. O. Thompson, of the Worcester Free Institute, says: “It is estimated that the productive efficiency of every machine-shop would be increased 33 per cent, if every journeyman could read any common working-drawing and work by it.” Prof. Bail, of Yale College, says: “ At the conclusion of a lesson in drawing, gray¬ haired mechanics have often almost overpowered me with thanks, saying, ‘This lesson is worth hundreds of dollars to me,’ or ‘I shall work better all my life for this.’” Abundant evidence of the same sort is contained in a pamphlet entitled Papers on Drawing, issued by the Massachusetts board of education in 1870. It is an important consideration that progress in ability to read a drawing is vastly more rapid than in skill to make one. PLAN. The plan pursued varies but little in the different towns. The whole number of lessons averages thirty each winter. All beginners have ten lessons in free hand. There are three lessons in horizontal and vertical lines, and plain and ornamental forms composed of those lines ; three lessons in curves ; two lessons in j)erspective; two les¬ sons in review of all these. An important point here is, not to dwell on* the mere practice of drawing straight lines. All drawing consists of lines, and these may as well be drawn in some relation one to another as isolated. After the preliminary ten lessons there will be some per¬ sons in this class who will prefer to devote themselves to free-hand-work. Let such form a class and go on. They can begin at the sixteenth lesson, drawing from objects. Others will insist on instruction in “ drawing to a scale,” as it is called ; i. e., making plans, elevations, and projections. Ill the instruction of these persons, “a good part of the time is spent in learning the elements of descriptive geometry ; i. e., the method ot representation of any object in horizontal and vertical projections in any position. Each lesson occupies an hour and a half. An important fact here is that ordinary mechanics and artisans need not be reduced to the barren labor of copying either drawings or machines. It is possible to give them clear notions of the principles by which all solid objects are represented on a flat surface. This is, in fact, the only hopeful kind of instruction for them. Copying, in any strict sense, should not be allowed in any of these classes. The pupils should see the teacher work at the blackboard. The 2>rocess is the important thing for them, rather than the result. The difference between this method and working from copies is exactly analogous to that between translating a page of Latin with or with¬ out the aid of a translation. After the first winter in any town there will arise a necessity for an advanced class in free-hand-drawing, the same in mechanic drawing, and in certain cases for in¬ struction in special branches, as carpentering, ship-construction, &c. AUXILIARIES. Teachers. — It is found that good draughtsmen do not necessarily make good teachers. Attendance at a technic school or a normal class, at least, is indispensable. A good teacher commands $10 an evening for his services. Models. — Sets of models for the free-hand -classes and for schools are made, after de¬ signs by Walter Smith, at the work-shop of the Worcester school. A collection of mod¬ els for the mechanic classes can be obtained for the asking in any large manufactur¬ ing-town. It will consist mainly of patterns and castings of parts of machines. Good models are indispensable. Utensils. — The town furnishes a room, warmed and lighted, and equips it with tables and models. The puj)il provides drawing-board, paper, instruments, &c. Boolcs. — For teachers, Mr. Walter Smith has published his address at Lowistown, before the American Institute of Instruction ; The Teachers’ Companion, designed to accompany the models ; and Art-Education, or Lowell Lectures of 1871. Ho is prepar¬ ing a series of text-books on free-hand, perspective, and model-drawing. Teachers of 32 E 498 REPORT OF THE COMMISSIONER OF EDUCATION. mechanic drawing will get very valuable aid from a set of lessons given at the Ecole de Dessin in Paris, by MM. Petitcolui and Chaumont. Art-museums. — The great need beyond all others, the great result which all this work, at present so interesting, is to accomplish, is the establishment of an art-museum at every important manufacturing-center. Such a museum is in progress at Boston. When it is completed, art-education will begin in earnest. STATE NORMAL ART-SCHOOL. This institution was established by legislative action in 1873, it having become evi¬ dent that, if drawing was to be successfully taught in the iDublic schools, provision must be made for the training of competent teachers. Its specific aim is to prepare teachers for the industrial drawing-schools of the State, who may also superintend instruction in drawing in the public schools. In the future it may be necessary to provide for high skill in technic drawing and fine-art-culture, but the immediate pressing demand is for teachers who know thoroughly the elemen¬ tary subjects and can teach them with fair intelligence. This demand the school will aim to supply by providing, at the outset, training in elementary studies only, making this, however, as complete and practical as circumstances will admit. Conditions of admission. — For the first year connection with the public schools or with the industrial evening-classes in the State will be a condition of admission. But if this class of applicants should not fill the school, the complement will be made up of the most promising candidates resident in the State who declare their intention to be¬ come teachers of drawing. If there is still room, others, residents or non-residents, may be admitted. In every instance, however, an examination in free-hand-drawing will precede admission, and only those who show” an aptitude for drawing, with some proficiency in its elements, can be received. Course of instruction. — The course for the first year only is determined. During this year there will be careful individual instruction in free-hand-drawing, painting, and designing. Instrumental industrial drawing will be taught by lectures, with black¬ board-illustrations, which method will also be pursued in the instruction in architec¬ ture, machine-drawing, orthographic projection, isometric projection, projection of shades and shadows, geometric drawing, and perspective. The school-year. — The school-year, which began November 6, 1873, will terminate May 9, 1874, the sessions for ordinary students being on Mondays, Tuesdays, Thurs¬ days, and Fridays of each week, from 9 a. m. to 2 p. m., and from 3 to 5 and 7 to 9 p. m. Students engaged in teaching drawing are required to attend four of these ses¬ sions per week, and those not so engaged eight sessions per week. For teachers of the State normal schools, a special session is held on, Wednesday of each week, from 3 to 5 p. m. Examinations and diplomas.— To secure permission to be examined for a diploma, each student must submit twenty-four exercises, the subjects of which are indicated in a printed list of diploma-works. These exercises are to show w^hether the student pos¬ sesses the manipulative skill necessary to teach drawing. If they should be approved, the student will be allowed to offer himself for the diploma-examination held at the close of the annual session. This being passed satisfactorily, a diploma will be given testifying to the scientific and artistic qualifications of the holder to give instruction in elementary drawing. Should a student fail to pass on any subject, he may present himself again at a subsequent examination, the subjects already jiassed being recorded in his favor ; but he cannot receive the diploma of the school until all the subjects given out for exami¬ nation have been passed successfully. Demand for such a school. — Four mouths after the opening of the school two hundred applications for admission had been received. The superintendent, indeed, estimates that if all the needed conveniences w^ere given, such a school must open next year with five hundred pupils. He says that he has in his desk applications from many colleges and universities in several States for accomplished teachers of art, to which he is una¬ ble to make any favorable response from lack of present trained materiel, and fears that such materiel cannot be lorepared in less than four years with the instrumentality already in his hands. He expresses the hope that America may yet have an institution kindred with the great industrial art-schools of European states, which may, through its graduates, affect the value and beauty of every branch of industry. ON THE INSTRUCTION OF DEAF MUTES, 499 ON THE HVSTRUCTffON OF DEAF MUTES. [By E. M. Gallaudet, Ph. D., LL. D.] In reviewing the history of deaf-mute-instruction, we discover that controversies begun in a former century have become the inheritance of recent times. Disciples of Heiuicke still contend earnestly for the principles and practice of their master and the successors of De I’Ep^e and Sicard urge the superiority of their system with equal vigor. There are skilled instructors who can scarcely be patient in their condemnation of the folly of attempting to impart the power of oral speech to congenital mutes, while others may be found who inveigh with ignorant bitterness against the use of panto¬ mimic gestures or the manual alphabet. Until the beginning of the last decade, this controversy was practically confined to Europe. In this country, for a period of nearly fifty years, the so-called French system, based upon the methods of De I’Ep^e and Sicard, had held almost undisputed sway. The ideas of Heiuicke, which had ruled in Germany for more than a century, found no acceptance in America. And while institutions for the moral, intellectual, and indus¬ trial training of deaf mutes were multiplied, it was nowhere really attempted to teach them to use their vocal organs or ^ > understand the oral utterances of others. About seven years ago, the efifo- T certain benevolent and public-spirited citizens of Massachusetts resulted in the establishment in that State of a school in which the process of teaching deaf mutes to speak and to read from the lips was to have full and careful trial. To Miss Harriet B. Rogers, who opened this school at Chelmsford, and has since per¬ fected it at Northampton, the credit is due of having initiated and measurably completed this important uudertaking. The results attained by Miss Rogers and her efiScient corps of assistants having recently passed under our observation, we venture to present in this paper some of the impressions we received and certain conclusions to which we were led. The principal questions upon which our investigations at Northampton were intended to throw light were the following; (1) May deaf mutes acquire such a degree of fluency and readiness in oral utterance and lip-reading as shall compensate for the time and labor necessarily involved in im¬ parting these powers to such as are absolutelj^ without them ? (2) Do deaf mutes, educated in and by articulation, acquire the power of using cor¬ rect written language more rapidly and perfectly than those educated under the sys¬ tem which makes large use of the language of signs and the manual alphabet, discard¬ ing, articulation? (3) Is it desirable or important to attempt to teach the entire number of deaf mutes to speak and read from the lips ? (4) Is it practicable or desirable to dispense with the language of signs and the manual alphabet in th(|^instruction of deaf mutes ? In the discussion of these questions it is proposed to consider semi-mutes and the semi-deaf as forming classes quite distinct from deaf mutes, proper^v so called. The term semi-mute includes all such as have acquired the power of oral speech, and consequently the ability to think in language, before losing their hearing. The semi-deaf are those who possess sufficient hearing to enable them to comprehend and imitate vocal utterances without the aid of the eye, while they are too deaf to understand ordinary oral discourse. These classes of persons, usually regarded in civil law as deaf mutes, and hence en¬ titled, when of teachable age, to admission as pupils into schools for the deaf and dumb, differ so widely from other deaf mutes in their intellectual status and capacity for acquiring the power of using written or spoken language, as to demand an entirely distinct consideration. In all the essential elements of deaf-mutism, considered either from a physiologic or psychologic point of view, the semi-deaf and semi-mute are not deaf mutes at all. And we incline to the opinion that if their education during their earlier years could bo carried on in separate classes the interests of all concerned would be advanced. To avoid misconception, then, when we wish to include these exceptional classes we will use the words “ deaf mutes of all sorts,” limiting the ordinary term “ deaf mute” to . those who are actually such in the strict signification of the words. In the examinations we were enabled to make of pupils at the Northampton school, we gathered a decisively affirmative answer to the first question we have proposed. Deaf-mute children of the age of 15 and under, who had been taught for six years, 500 • REPORT OF THE COMMISSIONER OF EDUCATION. were able to speak with a degree of fluency and distinctness not difiicult to be un¬ derstood by a stranger. They could also read from the lips of a stranger with readi¬ ness, and with but few occasions for repetition. The time and labor involved in making these acquirements did not seem to have been greater than their very high value would warrant. That so much can be predicated of all deaf mutes must not, however, be sup¬ posed. It is not claimed bj^ Miss Rogers that all can be trained in articulation and lip-reading as successfully as those we particularly examined. And our impressions, derived from somewhat extended observations of articulating-schools in Europe, that the number that may be expected to succeed in oral utterance and lip-reading is a decided minority, taking into account “ deaf mutes of all sorts,” was fully confirmed at Northampton. The utterance of many x)tipils was so indistinct and imperfect as to be understood only when most closely attended to, while that of others was,;, to a stranger’s ear, hardly more than gibberish. And yet nearly or quite all of this could be comprehended by the teachers. Passing to our second question, we are led to give a negative answer, and this rather unexpectedly, for we had been disposed to the contrary view before visiting the Northauqflon school. We were permitted to examine two deaf mutes placed before us as the best illustra¬ tions that could be afforded of the success of Miss Rogers’s training. A boy of 15, born totally deaf, who had been under instruction six years, wrote as follows, in reply to written questions : Will you please tell me some of the pleasant things you did during your last vaca¬ tion “ I went to the sea-shore and staied there for one day — I have been in bathing. I played with my friend the games were “Hide and Seek,” Tag and croquet. Almost every day I swimrned with the boys. I helped my friend raking hay in the meadow. I visited my grandFather and Cousins. I have gathered some apples and setted the trax) for wood -chuck. I have not caught it. My friend caught six wood-chucks last summer. I drove the cattle to the x^asture from the barn.” “ Tell me of your excursion to Mount Tom.” “ I went with the children to Mount Tom and we have a pic-nic. We ate some sandwiches, pears, cakes and crackers.” ^ “ What did you see on the mountain ?” “ I went in the house on the tox) of the mountain and saw many different kinds of stiffed birds and live rattlesnakes, owls and young foxes.” . The other deaf mute, whose proficiency in ordinary written language I was permitted to test, had been under instruction six years, was born totally deaf, and was a girl of eleven and a half years of age. The xnincipal questions and answers in our written conversation were as follows : “ What did you do with yourself during your last vacation ?” “ On July 22 we went home. We are very glad because we go home. I went to Boston. My brother met me at Boston Albany depot. I was very glad to see him. My brother xmt me in another cars. I go alone in the cars. I went at four o’clock and I go home to East Dennis at half-x^ast six o’clock. My Father and mother met me at the dex^ot. I was glad to see them. They were glad that I was safe from Boston to South Dennis. Then they brought me home. I was hungry ^ind sleepy. My mother gave me some sux^per. Then I go to bed. The next day my mother and I went to Grandfather’s house to stay the afternoon.” “ Do you think Northampton is a pretty x^lace ?” “ Yes.” “ Why do you think it is x^i'etty “Because in the summer the trees have very many leaves, many beautiful things hung in the stores and the grass -is green. It look very beautiful.” “ Tell me a little about your excursion up Mount Tom.” “ I went with the large children when Miss Rogers went to Eurox3e. We went in the cars to Mount Tom. We walk very long way to the house in Mt. Tom — There are two snakes in the store some boys killed. We saw an owl. It has two eye-lids. Some of the children trouble it. It is very cool in Mount Tom. Then we came home in the cars from Mt. Tom to Northampton.” Those who are familiar with the written compositions of deaf mutes will observe in the sxiecimens we have transcribed substantially the same errors as are found in the writing of x>ui>ils taught “ under the system which makes large use of the language of sigus and the manual alx)habet, discarding articulation.” The misuse of tense and number iu verbs, the omissions of articles and pronouns, the defects of ])uuctnation, the mistakes as to the plurals of nouns, are all such as will be recognized by every teacher of the deaf and dumb ; aud we are of opinion that in the i)aragraphs we x>resent these “ deaf-mutisms ” are more numerous than would ap¬ pear iu similar productions from pupils of equal intelligence and similar standing in our older institutions. ON THE INSTRUCTION OF DEAF MUTES. 501 This conclusion must not, however, he taken as implying that, on the whole, results of the six years’ instruction to the two pupils we are considering are to he counted as of less value than those they would have been likely to have secured in the same length of time in a ilrst-class non-articulatiug-school, for these two deaf mutes had acquired what they would have entirely failed to secure under the old system, a de¬ gree of facility in oral speech and lip-reading of uuquestionahle value as a means of communication in society and in the general husiness of life. Their utterances, though peculiar, were easily understood. They read from the lips of a stranger with readi¬ ness. They conversed with pleasure at the table. When the importance of this accomplishment is fairly weighed, we are led to pro¬ nounce the aggregate value of the six years’ training in these two cases as higher than any results that have come to our notice under the system which entirely discards ar¬ ticulation. This coticlusion is in accordance with expectations we had been led to en¬ tertain by what appeared iu an examination of European schools in 1S67, and sustains the opinions recorded in a report we had the honor to make at that time. That there may be no misapprehension as to the scope of the judgment just an¬ nounced, it should bo said that it applies only to such deaf mutes as the two whose at¬ tainments we have under discussion. Their success is by no means to be taken as l)roviug what may be done with the mass of deaf mutes. That they are to be regarded as exceptional cases is sustained by an authority no less distinguished than that of Moritz Hill, of Weissenfels, Germany, now retired from his profession after a half-cen¬ tury of successful labor in teaching the deaf and dumb strictly on the system which makes articulation the prominent feature. Mr. Hill, iu 1867, expressed the following opinions in answer to queries presented to him by the writer of this paper : ‘‘ Out of 100 pupils, 85 are eapable, when leaving the school, of conversing on com¬ monplace-subjects with their teachers, family, and intimate friends. Sixty-two can do so easily. Out of 100 xmpils, 11 can converse readily with strangers on ordinary subjects. Many others learn to do this after quitting school.” * Eleven per cent, only of deaf-mutes of all sorts, including, therefore, the'semi-raute and the semi-deaf, are claimed by one of the greatest of living teachers of articulation as “ being able to converse readily with strangers on ordinary subjects ” when they leave school. Allowing that double this number “ learn to do this after quitting school,” by reason of their increased intercourse with strangers, we have remaining 67 per cent., or a full two-thirds majority, of deaf mutes of all sorts, who, after all the help that can be given them in schools founded on the articulation-basis, can never hope to do more in oral speech than “ converse on eommouplace-subjects with their teachers, family, and intimate friends and in this number we include 15 xier eeut. who cannot hojic to do even so much as this. Commenting on these facts iu our report of 1867 we expressed ourselves as fol¬ lows, and the conviction then recorded remains unchanged : “ We are inclined seriously to question the desirableness of continuing instruction iu speech during a series of years wdien no higher result can be expected than to enable the pupil to converse on commonplace-subjects with his teachers, family, aud intimate friends ; for with the instructor he has always the much easier and equally precise language of signs or the* manual alx)habet, while the family and intimate friends can with little effort acquire facility in dactylology ; and this their interest in their mute friends will naturally lead them to do.” A negative answer to our third question will follow naturally from what has already appeared in the discussion of the first two inquiries. And at the same time we cannot too strongly urge the importance of teaching articu¬ lation and lip-reading to all who give fair ]_3romise of attaining success therein ; and, lest some deaf-mute, capable of securing this valuable acquisition, should fail of doing so through inadvertence, the cajjacity of all should be exi)eri mentally ascertained before he or she is pronounced hopelessly dumb. That the semi-deaf and the semi-mute should* have the benefit of thorough instruc¬ tion in speech- and lii)-reading does not require argument, aud their advantages, other things being equal, over the congenitally and totally deaf are very great in this feature of their education. In the Northamx)ton school, as in many European institutions where articulation is made a prominent feature, it is attemptecl to dispense with the language of signs, aud the use of the manual alphabet is forbidden. We think this is a mistaken j^olicy, persistence in which cannot fail to involve seri¬ ous disadvantages. In this opinion, so far as it relates to the sign-language, we are sustained by Mr. Hill, to whom we have already referred. * According to statistics gathered recently in this country, the serai-mute and semi-deaf, taken together, constitute about 10 per cent, of the aggregate body of deaf mutes of all sorts. 502 EEPORT OF THE COMMISSIONER OF EDUCATION. In his well-known work, Der gegenwlirtige Znstand des Tanbstummen-Bildungs- wesens in Deutschland, Mr. Hill presents the following unequivocal declarations, in speaking of those who pretend that in the “ German method ” every species of panto¬ mimic language is proscribed : ‘‘ Such an idea must be attributed to malevolence or to unpardonable levity. This pretense is contrary to nature and repugnant to the rules of sound educational science. If this system were put into execution, the moral life, the intellectual development of the deaf and dumb would be inhumanly hampered. It would be acting contrary to nature to forbid the deaf mute a means of expression employed by even hearing and speaking persons. ^ ^ ^ It is nonsense to dream of depriving him of this means until he is in a position to express himself orally. * * Even in teaching, itself, we cannot lay aside the language of gestures, (with the excep¬ tion of that which consists in artificial signs and in the manual alphabet, two elements proscribed by the German school,) the language which the deaf-mute briugs with him to school, and which ought to serve as a basis for his education. To banish the lan¬ guage of natural signs from the school-room, and limit ourselves to articulation, is like employing a golden key which does not fit the lock of the door we would open, and refus¬ ing to use the iron one made for it. ^ * At the best it would be drilling the deaf mute, but not molding him intellectually or morally. Where is the teacher who can conscientiously declare that he has discharged his duty in postponing moral and religious education until he can impart it by means of articulation? “■ Although the use of the language of pantomime acts, in several respects, in an unfa¬ vorable manner on the teaching of aiticulation, it ought to be remembered that insti¬ tutions for the deaf and dumb are not created solely to impart this latter kind' of in¬ struction : their object is much more extensive, and they have to meet wants which depend on education taken in its entirety.” We would direct especial attention to the closing sentence quoted from Mr. Hill and his clear statement of the true object of institutions for the deaf and dumb. We learned from Miss Rogers that a means of communication between her pupils and their teachers, as well as among themselves, by writing in the air had come into use. This was regarded as more desirable than the manual alphabet, for the reason (and this was the only one given) that it could easily be resorted to as a means of communication between deaf mutes and those who had never learned the manual alphabet. That writing in the air may often be found a convenient means of communication between deaf mutes and speaking people when no other can be resorted to, we are ready to admit; but to accej)! it in a school for the education of deaf mutes as a sub¬ stitute for the manual alphabet seems to us hardly more reasonable than to prefer an artificial limb to a natural one, or to choose the little child’s method of printing letters rather than the free and rapid swing of an accomplished penman. By using the finger-alphabet arranged for one hand, words may be intelligibly ex¬ pressed with a rapidity four times as great as that of the fastest writing. Greater precision, too, will be secured in using dactylology than in air-writing, and we can see no possible impediment to progress in articulation growing out of the use of the manual alphabet that would not equally attach to writing in the air. It is admitted by Miss Rogers, as by all disciples of Heinicke, that natural signs” must be used to a certain extent, even in articulating-schools. It is to the “ language of signs” that most teachers of articulation take exception, the use of which they i)ro- hibit in their schools. We are disposed to believe that the usefulness and efficiency of the Northampton Institution and all similar schools would be increased by the judicious introduction of the “language of signs” among teachers and pupils, and we trust we commit no breach of courtesy when we ask if the judgment of those who have been familiar with this much-abused medium of communication from their infancy, who have used it for a life-time of intimate intercourse with deaf mutes, may not be as well entitled to re¬ spect as the ijjse dixit of such as have never attempted to learn the language, much less to master it. * We must not close this paper without mentioning the name of the late John Clarke, esq., of Northampton, through whose munificent benefactions, amounting to more than two hundred thousand dollars, the school of Miss Rogers has been sus¬ tained on a more liberal scale than most of the older institutions in this country. The institution very properly bears the name of its most prominent patron, and will be known as the Clarke Institution for Deaf Mutes. In noting the results of the systems of instruction pursued in the Clarke Institution, it wmold be premature to undertake to speak with any fullness of the Bell method of visible speech. This important invention is due to Prof. A. Melville Bell, formerly of Edinburgh, and has been introduced into this country by his son, A. Graham Bell, lately appointed professor of vocal physiology in the Boston University. The process provides for a representation of sounds, not as in the usual alphabets, by arbitrary symbols, but by actual symbolic illustrations of the action of the vocal organs. ON THE INSTRUCTION OF DEAF MUTES. 503 The invention has been adopted by Miss Rogers, and early results indicate a marked success as probably in store for the future. Other schools for the deaf and dumb besides that at Northampton aro making trial of the visible-speech-method, and a convention in the interest of its general introduc¬ tion was held in January, 1874, at Worcester, Massachusetts. This meeting seems to have been little more than an effort to bring the Bell method into public notice, and few results or reports of results were i^resented. Teachers of deaf mutes, generally, are disposed to accept this new process of teaching articulation to the deaf as an important contribution to the existing means of educating this class of persons, and it is believed that within a very few years it will find wide acceptance and approval. FURTHER INTERESTING FACTS. The following interesting facts respecting the correspondence between the sign- language of the deaf mutes and that used by the wild Indians of the plains were kindly communicated by William Welsh, esq., of Philadelphia : Two large tribes of Indians, the Cheyennes and the Arapahoes, formerly together, separated, one-half going to Indian Territory; the other half are roaming Indians, chiefly in the western part of Wyoming Territory. The latter have never come in contact with civilization, not having even seen corn-planting. A delegation from this tribe recently visited Washington, Philadelphia, and New York. When they were in Philadelphia an effort w^as made to ascertain the measure of cor¬ respondence between the sign-language of these Indians and the educated deaf mutes. The Indians have a sign-language by which they are enabled to communicate with each other in all important particulars, although, from the diversity of their tongues, they are unable to understand a word of the spoken language. These Indians were first brought in contact with the deaf mutes at the Academy of Music, where a striking correspondence between the sign-languages was discovered, but the Indians were too diffident to speak much. A private interview was arranged between them and the principal of the Deaf and Dumb Institution, a male teacher, and five young women, who are pupils in the institution. At the tea-table they became interested in each other by finding that they had the same signs in common for coffee, milk, sugar, and other things on the table. The In¬ dians have no sign for tea, because it was not used by them, but pointing to the tea made a sign that it was coffee made from leaves. Two hours were afterward spent in social intercourse mutually agreeable, the deaf mutes understanding almost everything that the Indians described in sign-language, and with which the Indians were familiar. The Indians were delighted to find that educated people could speak to them in the sign-language, which seemed to reach their hearts more thoroughly than the spoken language. It made the Indians so happy that after retiring to their rooms they spent a long time singing, for joy, although they had not sung before, except just after they had left home. They view these girls and their teachers as their friends, and wish them to go and live with them, feeling that they have hearts in common as well as a language in common. Mr. William Welsh, who had arranged this interview, had desired to test the simi¬ larity of the sign-language, and asked Mr. Edgerton Crouter, who was present, to note down the signs they had in common, and received a letter, from which the following is an extract, in reply : * * * # ^^ # # “ At the recent interview between several of our pupils and the delegation of Indians visiting the city under your care, it was found that they make signs identical or strik¬ ingly similar to those made by deaf mutes for the following list of words : Love. Bullet. Hatred or dislike. Scissors. Fear. Looking-glass. Truth. Cold. Falsehood. \ Warm. Death. Lightning. Anger. Thunder. Astonishment. Coffee. Sorrow. Milk. Hunger. Sugar. Sun. Butter. Moon. Earth or ground. Stars. Grass. Night. River. Darkness. Tobacco. Sun-rising. Snow-shoes. 504 REPORT OF THE COMMISSIONER OF EDUCATION. Sun-setting. Noon. Sleeping. Eating — satisfying hunger. Drinking. Counting. Dancing. Tree — woods. Buffalo. Cow. Horse-riding on horseback. Mule. Fish. Bird. Snake. Dog. Deer. Fire. Rain. Snow. , Gun, gunpowder. Foot. Corn. Lodge-house. God, or Great Spirit. To swim. To dance. To separate. To pay attention. To sew. To cook. To enter. To climb. To break. To cry. To go. To come. To speak. To exchange. To steal. To see. Their “ No doubt this list could have been very much extended had time permitted, communications in signs were quite readily understood by the children.’’ 505 INDUSTRIAL TRAINING FOR GIRLS, ETC. mi>U§TMIA]L TTKAENIWCJ FOK AVITM PRACFICAF m IIO>FSEIfi©FD-ECONOMIES, AS TAFCJIIT IJV GERMANY. fBy J. Fred. Myers, Washington, D. C.] A Russian publicist of intelligence and high standing, who had devoted many years of his life to projects of reform in his native land, (all of which had been unsuccessful,) finally discovered that the real mission of a philanthropist in that empire lay in the introduction of a more liberal and thorough system of education among the masses, and his chief regret seemed to be that he had made this discovery too late in life to take fnll advantage of the knowledge so dearly purchased. Not Russia alone, but all European nations are agitating this vital question, because neither civil nor ])olitical institutions can progress faster than the edncational system of the nation will bear. It is, therefore, unquestionably one of the most assuring symptoms of the prosperity of mankind in the future, that there are in the present era so many distingnished and philosophic minds engaged in the field of educational inquiry. Educational literature, already large, is annually increasing by the acquisi¬ tion of books, pamphlets, and periodicals. In addition to this, the local press of the United States very generally gives a column each week to the discussion and advance¬ ment of educational interests. Yet, notwithstanding these increasing activities, the full importance of the subject is rarely comprehended, for the safety of the republic and the fonndation of order, as well as the solution of the intricate problems of social science and of political and domestic economy, are dependent thereon. Education is conceded to be, by even the bitterest opponents to its introduction among the masses, the supporting pillar of all x^olitical and religious institutions. Though much has been written, edncational science is still in its infancy, and the discussion of its meth¬ ods has not exhausted the theme. In fact, the science of education is so extended in its scoI»e, that, as an astronomer can only observe an infinitesimal part of the horizon at one time, so a thorough view of the educational field can only be obtained by sepa¬ rate discussions of its various x^kases ; and it is only a x^ortion of one of these we are about to bring under examination. In a recent tour througli Eurox^e, our attention was x^articnlarly directed to the ques¬ tion whether a special training for female pupils in our xtublic schools would be of ad¬ vantage. We waive that branch of the inquiry which would discuss the x^rox)riety or the desirability of educating both sexes (subsequently to the age of 14 years) in sepa¬ rate apartments. Whether the sexes are trained in sex)arate apartments or together, it is evident the general course of life and future destiny of the average man and woman are radically different. Excex^tions there are; for women are sometimes found filling creditably the places of men. Some have already graduated from universities, with honor, as doctors of medicine, as ministers of the gosx^el, and as lawyers and x^ro- fessors. The masses of women, however, cannot, any more than the masses of men, become members of the learned xii'ofessious, but will have to engage in manual labor and business-pursuits. To all who choose to become, and are capable of becoming, graduates of universities, the doors of such institutions should be open ; and the ques¬ tion on entering and graduating should not be What is the sex of the scholar ? but What are the mental attainments ? SPECIAL TEAINING AS TEACHERS. One of the curious blunders which so many writers make when comparing the sexes is that they comxiare the best woman with the average man, instead of comparing the best with the best or the average with the average. The destiny of the average woman is to become, in the capacity of wife, mother, or daughter, the suxieriuteudent of the household ; nor does it matter, in x^rinciple, whether this involves the doing of household-work with her own hands oi' through the agency of servants. Uxion the average woman also devolve the education and training of children, the households where the father takes the charge of the education of the children being exceedingl;f rare. Thus, if education means the development of the mental and moral x^owers of the individual to their utmost usefulness in life, girls ought to bo so taught a^ to enable them to manage the children of the household successtully and secure both the affec¬ tion and obedience of the little ones intrusted to their care. If this is correct, it fol¬ lows that in all our higher educational institutions, such as, for instance, our union- or high schools, and in our academies, special instruction should be given uxmu these topics, and the advanced female x^upils should be detailed as teachers to the XH'iuiary schools, under the guardianship of the regular teachers, so that they may have some experience in the x>ractical management of children. In Germany the Kindergarten-schools are considered invaluable aids for this pur¬ pose ; so much so that xirincesses and ladies of the highest nobility engage in them as 506 EEPORT OF THE COMMISSIONER OF EDUCATION. amateur teachers, for the chief purpose of learmuf; how to obtain control over their own children ; for these ladies realize, more fully than those who are born in the ordinary walks of life, what a delicate and responsible task it is so to fortify children in character that they may be able to resist the innumerable temptations which high station and riches always bring. Instruction in the art of teaching and controlling children will, there¬ fore, be of great advantage, not merely to women who expect to become professional teachers, (and a very large number in the United States teach for a greater or less period,) but to all, in enabling them to become successful instructors aud controllers of their own children, in case the future should bring with it these blessings. FEMALE-HANDIWORK. The average woman is placed in a position where a thorough knowledge of needle¬ work will be a source of comfort when presiding over the family. In the common schools of Germany two afternoons in each week are set apart for the instruction of girls, by a competent person, in the art of sewing, the pupils beginning, as early as 6 years of age, with sewing through paper. They are also taught to knit, each child furnishing its owu material aud keeping the product of its labor. When they have learned to hem, the next step is mending. Neat mending will be found to require much greater care aud skill than is generally supposed, and much wearing- apparel is thrown aside because the owner does not possess the necessary knowledge to mend it iu a skillful manner. From plain sewing, mending, and knitting, the impil ad¬ vances to fine needle-work,tattiug, and crocheting. Someofthetapestry-work of the older pupils is often so beautiful iu design and so artistic in execution as to challenge gen¬ eral admiration. We saw some of this work at the Vienna Exposition, iu the female- handiwork-departmeut, which fell short only of the master-works of the Middle- Ages in flexibility aud expression. The average woman becomes the wife of the mechanic and the working man, and a complete knowledge of sewing is to her a great source of comfort as well as of profit, and enables the family to save a sufficient amount to secure a home aud protection against poverty when age, with its incidental weaknesses, draws nigh. Therefore, as our common schools are intended more especially for the average children of our cotintry, the teaching of the art of needle-work, which might also be extended to learning the use of the sewing-machine; ought not to be neglected. At present our girls are either compelled to pick up a knowledge of this useful art by piecemeal or become appren¬ tices to some dress-maker or milliner, which, for various reasons, is rarely jiracticable. Instruction in needle- work iu the school would encourage economy and industry aud become a solid benefit to many households. The higher branches of artistic needle¬ work would, as they have in centuries gone by, afford pleasant occupation to the wealthy classes, who are suffering from ennui. Since nearly all the teachers of female pupils in our common schools are ladies, it seems to us that it would increase the interest of both teachers and pupils if two half¬ days were set apart for instruction in sewing, mending, and knitting. It certainly would be popular with parents, who would quickly perceive the advantage which the product of the labor aud the increased diligence and skill of the children would bring to the household. DOMESTIC ECONOMY TAUGHT AS A SCIENCE. Auother most important and useful branch of instruction is the delivery of lecture- conversations upon the science of domestic economy. We are witness to-day to events where men, supposed to be worth millions of dollars, are stricken with bankruptcy as with the palsy, and reduced to poverty ; aud the evil results of such a calamity are often needlessly increased by an utter ignorance on the part of wives and daughters of the purchasing value of money and its uses as applied to household-affairs. We were present in the Kohler Kindergarten, at Gotha, at several of these interest¬ ing lectures, in which the professor discussed with his pupils every phase of doinestic economy ; and for the purpose of aftbrding to American teachers the opportunity of fathoming its scope and simply as an illustration of method, and not for the absolute value of the suggestions, we shall quote the lectures in detail. “ Young ladies,” says the professor, “ suppose that you had to keep house, either as a wife or as a daughter, and that the family consisted of two grown members and three children, and that the income was $1,200 a year, how would you spend it to the greatest advantage aud comfort ? If you had to reside in a rented dwelling, what kind of a house could you afford to lease ? What proportion of this $1,200, iu Justice to all other necessities and requirements, should be expended for rent ? What number of rooms are essential? Would a garden be an advantage; and, if so, how large? What are the prices of house-rent in the city of Gotha ?” This field of inquiry seemed to be entirely new, and few pupils were prepared to answer. The professor then said : “Make inquiries ; let us know how many rooms a family so circumstanced could aff3rd, so as not to intrench too largely upon other necessary exnenditures.” INDUSTEIAL TRAINING FOR GIRLS, ETC. 507 The next inquiry of importance is the question of nourisinnent. The professor said : “ Ladies, fur to-day’s dinner,” many of the pupils being hoarders, “ as you know, -we had rice-sou]), heef, and vegetables for the tirst course, sausage and potatoes for the second, and pudding for dessert ; can you tell me what was the cost of that dinner per person f’ They could not. “What is the price of beef ; what is the iirice of pota¬ toes?” They did not know. “For to-day I will excuse you; but wlien we take up this subject again you must be better informed. Inquire of your mothers or friends, for it is of importance to yon to know the value of the necessaries of life.” Coming back to the initial point, the annual income, the conversational lecture in¬ volved a thoiough sifting of the details. Its chief value lay in its minute examination, so that every pupil could make either an additional inquiry or relevant suggestion. After a thorough canvass of the house-rent-question, the conclusion was reached that a family, with the income specified, could atford $150 per annum for house-rent in that city. In other words, after surveying the whole field, the conclusion was reached that $150 house-rent would be a proper proportion of the whole expenditure and that any considerable increase of expenditure in that direction would tend to diminish the com¬ fort of the family in matters equally essential. The discussions of the question of proper nourishment and its relations to price, health, and comfort were continued through a number of sessions. Not merely were the prices brought forward, but the questions What kinds of food contain the most nourishment ? How to secure a reasonable variety consistently with economy, and How various dishes can be prej)ared and waste prevented were treated in the same sug¬ gestive and familiar manner. In fact, these conversations were so genial, and withal so dignified, so pleasant, and, for girls, so interesting, that the pupils looked forward to them with anticipations of both pleasure and profit. Questions were submitted by pupils, and the zest with which the discussion was followed up showed that not merely was the topic in itself congenial, but that they appreciated its important rela¬ tions to their future welfare. After a final and exhaustive review, it was determined that, with the existing prices of food in the city of Gotha, a family with the income stated could afford to spend $300 a year for food. The next great question was the one of clothing. How shall we be clothed? The consideration of Wliat are the chief requisites for clothing ? brought out a number of answers. The first one — Germany being a cold country — was, quite naturally, that it should atford the requisite warmth and protection in winter. This was foliowed by the suggestions that it should be suited to the seasons; that it should be handsome in ap¬ pearance ; uu changeable in color ; of firm and durable texture. The wearing-apparel of the grown members of the household was first considered, and the cost of silk, woolen, linen, cotton, broadcloth, and cassimere v/as discussed. The relations of colors to each other and their correspondence with the complexion of the wearer were also discussed, and in this field the ladies were able to contribute many interest¬ ing observations. It was finally concluded, after a number of conversations, carried on twice a week, that $300 per year would clothe the family in a neat and respectable manner. Inci¬ dentally the question of making over garments was brought up, and, strange as it may seem to us, that j)art of the question which treated of the limits to which remaking and turning can be carried with advantage, was brought prominently forward, for in that country careful women often go the extreme of repairing and making over gar¬ ments when they no longer pay for the labor expended on them. One feature upon which the professor dwelt most emphatically was the ever-recur¬ ring incidental or extraordinary expenses of the family ; and this is a matter of im¬ portance to both sexes and to all classes. The breaking of a pitcher does not happen every day, but in the aggregate there is an ever-recurring wear and tear of furniture and household-goods, which, as these articles must be replaced at irregular periods, constitute what are called incidental or extraordinary expenses, thou-'-h they are as truly ordinary expenses as any others. The keeping in repair of furuirure and other household-necessaries requires an average expenditure of $100 per annum, and $50 more may well be kept in reserve to meet the demands for literary and religious ex¬ penditures and to provide for sickness, family-presents, amusements, &c. In a grow¬ ing family $50 must be set apart for educational purposes, and the father may be con¬ sidered an economic man if $50 suffices for his incidental expenses, particularly if — as is the case with most Germans— he is addicted to the use of wine and tobacco. Fifty dollars are also needed for fuel, the economic use of which and the various kinds to be used formed an interesting and profitable topic. Finally the expenditures foot up as follows : For house-rent . $150 For clothing . 300 For food . 300 For special expenditures . 100 For extraordinary expenditures . 50 For education . 50 508 REPORT OF THE COMMISSIONER OF EDUCATION. For fuel . $5D For incidentals . 50 Total . 1,050 This leaves about $150 as a savings-fund, and is as little as ought to be saved in times of prosperitj^ ; for as children grow larger, and it may be desirable to send a son to the university, and as the family may increase and times may change, no man ought to spend regularly a larger portion of his income than is here set forth. But many men in Germany have not an income of $1,200. The great majority must live on $800, and even less. Let ns, then, consider the question how a similar family can live on $800, remain out of debt, and be comfortable and respectable. The first question is, “Where can we retrench?” We must at once cut down the rent to $80 per annum. We must retrench in the article of food, .but the reduction here must not be too great, because a certain amount and quality are absolutely necessary to keep the family in good working condition. It will cost us $250, at least. Then, we must dress plainly ; we must use simple, strong woolen goods. This will enable us to re¬ duce this expenditure to $180. Thus all the household-expenses are revised, and, while re-euforciug x)revious lessons, these new discussions give to them a pleasant variety. These careful and well-digested reviews of the various phases of domestic economy are exceedingly attractive to the pupils, in part, doubtless, because they can ventilate the theories — which nearly every young woman cherishes in her heart — of domestic life. In this manner a young woman becomes so thoroughly acquainted with the demands and details of domestic economy that she has well-defined ideas, based upon reality and reflection. Far from encouraging the husband or father — the purchasing power of whose income she knows — in extravagance, or in the waste of money in some par¬ ticular direction, to the diminution of other necessary comforts, she will be prepared to resist temptation herself and to give sufficient reasons why the income should not be misdirected. Instead of -looking upon marriage as a New Jerusalem, where troubles cannot intrude, she is prepared to bear her share of its great responsibilities and to assume a x^ortion of its ever-increasing cares. Thus the woman becomes self- X)oised, firm in character, ready to adapt herself to the varying changes of fortune and to meet with courage the vicissitudes of life. Her children will also be taught that frugality and economy, with the careful use of clothing and household-goods, furnish the only sure way to x)i’osperity. Is not the average woman, when thus thoroughly equipped with a large store of practical information, better fitted to be a, successful wife and mother than if her time, had been taken up exclusively with the study of geometry and botany ? Will she not be x^rex^ared to avoid the dangers of the bankrux^tcy of her husband and the terrible and harrowing course of “ keeping up appearances,” in which every comfort is sacri¬ ficed to the sux^posed requirements of social x)Osition ? We all know that the hax^x>iiies8 of married life is worn out by the ever-recurring annoyances of little things. “ Emx^ty x^ots are filled with contention ” is a proverb, in substance, of many nations, and the divorce-courts are often called in as a last resort — and a most terrible one they are — when the struggle between impecuniosity on the one hand and desires for extravagant expenditure on the other have turned the love of early days into gall and wormwood. In view of these facts, so common that they must have come under the observation of all, it is to be hoped that these features of special female-education will receive full and fair discussion, so that these new studies, with such modifications as experience shall suggest, may be introduced into our high schools and academies for advanced female pupils. We are the more certain that these methods are deserving of recognition and adop¬ tion because the schools of the city of Gotha enjoy a high reputation upon the conti¬ nent. The seminary for the education of male teachers and the common schools, under the zealous care of School-Director Dr. Mobius, and the Kindergarten-semiuary, under Dr. Kohler, have earned so great a rexmfcation that x^upils from Greece, Russia, Hungary, and England, in increasing numbers, are being matriculated. This reputation for thor¬ ough and useful training is, moreover, based upon an unselfish devotion and a love for the cause as rare as it is delightful. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. p o rO g 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. 3LE I. . — Part 1. — Statistics of the school-systems of the States and Territories, showing the the United States SCHOOL-POPULATIOX. Names of States and Territories. Alabama . Arkansas . California . Connecticut . Delaware . . Florida . . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . MassacLusetts . Michigan . Minnesota . Mississippi . . Missouri . Nebraska . Nevada . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Ehode‘ Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . -Arizona . Colorado . Dakota . District of Columbia Idaho . Montana . New Mexico . Utah . Washington . Wyoming . Indian ip) . 1873 1872 1873 1873 1873 1873 1873 1873 1872 1873 1873 1873 1873 1873 1873 1873 1873 1873 1872 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1872 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1873 1872 1873 1873 5-21 5-21 5-15 4- 16 5- 21 4- 21 6- 18i 6-21 1 6-21! 5- 21 5- 21 6- 20 6-21 4- 21 e5-20 5- 15 5-20 5-21 5-21 5-21 5- 21 6- 18 4- 21 5- 18 5- 21 6- 21 6-21 4-20 6-2 1! 4- 15| 6-16' 6-181 6-181 5- 20 ! 5- 21 i 6- 21 ! 4- 20'! 6-21; 5- 21 1 5- 211 6- 17! 5-21 1 4-211 . i 4-16! 4- 211 5- 20} 6- 16| 403, 194, 141, 131, 47, 74, 343, 909, 631, 491, 184, 427, 280, 22-'', 276, 287, 421, 196, 317, 673, 63, 5, 73, 286, 1, 560, 348, 991, m38, 1, 200, 42, 230, 427, 280, 84, 424, ml71, 436, 1. 14, 7, 31, 3, 3, 23, 27, 9, 1, 10, Sex. 1 3 c5 -3 t-JB - 2 Number over 10 years of ago. S 1 r® 204,416 199,319 71, 828 69, 782 21, 358 3, 642 2, 500 4, 000 174, 333 169, 302 325, 959 252, 485 95, 156 305, 590 238, 859 89, 801 1 . 1 . 138, 813 137, 307 100, 036 96, 039 hoS, 688 346, 600 33, 195 2, 859 38, 529 142, 430 326, 893 29,913 2,810 3.5, 025 144, 014 167, 052 1 . 179, 715 506, 500 19, 391 168, 888 . 485,202 18, 049 0 236, 965 116, 916 113, 186 216, 366 69, 130 222, 590 836 7,617 207, 741 64, 220 213,411 824 6, 800 nl6, 000 nl5, OCO 14, 971 1,657 16, 700 1,556 13, 590 13, 588 500 600 * Schools corresponding in scope of instruction with public schools. a Minimum legal term, 3 months. b Including those over 15. c Betweeu"5 and 15 years of age. d Thirty counties not reported. e The legal school-age is over 6 and under 21. / Imperfect. g Many reported twice ; actual number about two-thirds of this. STATISTICAL TABLES. 511 enroUmenf, attendance, number, and duration of schools, ^'C.,from replies to inquiries made by Bureau of Education. PUBLIC SCHOOLS. 103, 615 &107, 593 114, 805 18, 790 18, 000 (Z76, 157 655, 503 459, 451 347, 57-2 121, 690 240, 000 57, 433 122, 442 130, 324 283, 872 324, 615 124, 583 148, 780 389, 956 37, 872 3, 843 69, 874 179, 443 1, 036, 999 146, 737 704, 018 834, 020 28, 245 85, 594 169, 679 129, 542 70, 904 160, 859 81, 100 281, 708 333 7,453 3, 500 16, 770 2, 196 1,818 7, 102 15, 839 5, 928 9, 026 73, 927 32, 863 669, 461 67, 599 14, 400 d32, 240 329, 286, 301 204, 204 71, 062 34, 000 103, 548 59, 001 202, 882 170, 000 54, 895 125, 000 122, 136 3, 322 47, 759 87, 840 503, 240 97, 830 407, 917 15, 329 511,418 22, 435 83, 000 91, 175 61,244 ?il80, 185 7, 214 13, 000 891 11, 663 2, 650 1, 868 1, 638 349 500 dl,735 11, 620 9, 100 8, 816 4, 004 5,521 864 4, 283 1, 742 5, 305 5, 521 4, 650 6, 879 1,863 2, 496 1, 480 ifc] 1,995 3, 311 14, 543 642 16, 305 719 2, 081 3, 949 1,842 2, 503 3, 696 2, 857 5, 540 134 173 146 102 66 151 166 130 107 110 90 112 283 168 142 132 165 85 960 106 193 175 50 140 90 146 179 120 210 180 165 80 150 111 cl2, .507 9, 029 3, 493 23, 597 45, 464 18, 078 22, 001 /5, 854 3, 240 7, 050 22, 117 737 519 2,61 36, 163 171, 4, 268 912 45, 000 8, 000 18, 020 149 702 NUMBER OF TEACHERS IN PUB¬ LIC SCHOOLS. 715 150 8,765 7, 430 6, 091 2, 206 865 1,904 1, 079 1, 028 3, 010 il,219 5, 821 1,046 29 527 907 9, 789 7, 944 112 1, 439 3, 254 671 2,434 2, 443 1,765 100 172 854 1,454 2, 240 350 12, 029 4, 816 10, 193 2, 469 611 4, 094 1, 476 7, 421 8, 940 il, 419 3, 803 1, 176 47 3, 296 2, 224 12, no 11, 145 646 935 364 3, 544 1, 323 639 4, 116 134 '245 49 ‘173 185 2, 650 2, 035 2, 336 2, 955 500 20, 794 12, 246 16, 284 4, 675 5, 521 1,47( 5, 998 2, 555 8, 449 gll, 950 i2, 638 4, 800 9, 624 2, 222 76 3, 823 3, 131 18, 295 2, 690 21, 899 607 19, 089 758 2, 374 3, 618 2, 207 4, 215 3, 757 3, 082 5, 881 241 271 357 AVERAGE SALARY .OF TEACHERS PER MONTH, $40 00 60 00 84 28 67 01 35 00 36 28 38 43 50 00 34 28 39 86 93 65 51 94 236 90 51 3; 42 43 39 60 116 53 40 78 65 92 149 53 30 00 41 00 47 54 42 69 75 72 33 78 32 04 57 00 32 00 34 00 43 66 100 00 62 00 30 00 91 66 68 41 ’o47’59 'iso'oo Ph $40 00 40 00 63 37 34 09 35 00 40 51 27 68 30 64 50 00 15 16 39 86 34 14 27 13 229 08 51 32 31 43 33 80 88 73 23 84 36 61 n9 53 25 00 29 00 43 70 34 92 41 97 32 06 32 04 57 00 32 00 28 89 27 34 100 00 51 00 30 00 62 50 68 41 70.00 h Over 15 years. i 'Winter-.schools. k School-districts. I Average for all teachers ; average in cities, $78.17 ; in rural districts, $36.39. m Sex not reported in all cases. n Estimated. 0 Average pay for actual school-time. p From report of hoard of Indian commissioners. tJ -1 Ta c 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 a b pait c d e REPORT OF THE COMMISSIONER OF EDUCATION. LE I. — Part 2. — Statistics of the school- systems of the States and Territories, showing the States Bureau ISTanies of States aucl Territories. Alabama . Arkansas . Califoi'uia . Conuecticut . DolaAvare . Florida . Georgia . Illinois . Indiana . Iowa . Kansas . Kentucky . . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Kebraska . _ . Kevada . ’. _ Kew Hampshire . Kew Jersey . Kew York . North Carolina . Ohio . Oregon . Pennsylvania . Khode Island — - South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . VCisconsiu . Arizona . Colorado . Dakota . District of Columbia. Idaho . Montana . Kew Mexico . Utah . Washington . Wyoming . Indian . 1873 1872 1873 1873 1873 1873 1873 1873 1872 1873 1873 1873 1873 1873 1873 1873 1873 1873 1872 18*73 1873 1873 1873 1873 7873 1873 1873 1873 1873 1873 1873 1873 1872 1873 1873 1873 1872 1873 1873 1873 1873 1873 1873 1873 1872 1873 1873 ANNUAL INCOME. ct y. a . ® g 111 K e V e n u e from other funds. Proceeds of s a, 1 e s of lauds. Prom other sources. $>146, 089 $344, 515 §367, 378 1, 423, 719 1, 203, 842 2, 904 81, 795 131, 748 7, 684 362, 525 57, 060 $27, 498 579, 962 50, 017 $103, 778 163, 284 75, 000 108, 992 6, 675, 097 1, 482, 279 3, 898, 702 931, 958 838, 000 493, 845 849 775 29, 113 14, 873 13, 587 1, 440 2,759 10, 000 150, 000 2, 096, 613 115, 580 487, 731 .531, ,561 1, 552, 3.53 275, 789 345, 197 216, 486 18, 701 139, 644 171, 104 245,740 43, 641 1, 182,219 105, 755 152, 623 44,519 79, 620 44, 884 19, 361 519, 344 26, 800 150, 791 139, 472 0 93, 360 1, 093, 721 3, 839, 053 2, 561, 133 814, 891 1, 089, 685 59, 146 180. 000 0 196; 176 173. 060 1, 145, 384 111,018 291, 817 17, 862 353, 113 « 7, 659 47, 733 614, 388 434, 150 2, 426. 705 10, 305, 397, 212, 363 23, 491 70, 363 335, 000 23, 701 21,185 35, 662 580,838 133, 130 63, 301 501, 583 6, 739,’ 344 71, 152 231, 276 223, 400 32, 419 81,400 45, 6M 700, COO 15, 111 7, 548, 149 556, 250 449, 968 30, 000 1, 092, 915 415, 432 51,619 116, 678 83, 000 15, 378 850, 000 693, 059 90, 000 15, 550 5.5, 004 649, 176 907 1, 810, 096 4, 942 168, 755 137, 557 22, 000 220, 514 120, 000 20, 129 31, 350 12, 884 1,811 0 0 12, 885 114, 592 12, 000 i41, 180 0 0 5, 000 28, 294 $490, 604 405, 464 2, 551, 779 1, 442, 667 192, 397 116,219 260, 432 9, 259, 441 3, 681, 773 4, 519, 688 1, 863, 098 963, 121 678, 373 1, 179, 712 1,398, 607 4, 206, 054 3, 939, 528 1, 093, 706 1, 242, 308 1, 790, 314 798, 660 502, 527 2, 497, 068 11, 256, 895 408, 794 7. 705, 603 230, 611 8, 248, 1 19 601, 361 449. 968 1, 144, 534 532, no 1, 023, 000 778, 991 2, 628, 027 5, 849 257, 557 22, 000 220, 514 33, 013 33, 161 58, 621 127, 477 17, 000 69, 474 rot paid out of school-fund. alaries of school-superintendents are included in those of teachers ; county ■? iperintendents are from county-revenues. ncludes repairs. ncludes fuel and care of fires. Mition paid in academies and private schools. STATISTICAL TABLES. 513 income, expenditure, and ^permanent school-fund, from replies to inquiries made hy the United of Education. ANNUAL EXPENDITURE, Permaneut. . 0 at a ic - 3 $55,913 374, 069 319, 095 10, 000 959, 075 561,813 1, 163, 951 515, 071 19, 033 153, 695 197, 387 1,010, 521 c597, 006 203, 711 176,917 294, 456 341, 255 ^ 3 $29, 245 7, 945 59, 695 20, 129 33, 873 14, 768 8, 504 24, 326 5, 745 clll,604 • 500, 715 5, 600 c2, 005, 4151325, 281 25, lOOi . 1 , 437, 655 1,753,812 171,292 8, 559 Current. 3 "a 'J1 $40. 000 30, 000 a 20, OUO 5, 000 102, 546 b 68, 500 23, 500 24, 139 31, 440 121, 005 27, 357 117, 741 18, 675 157, 000 131, 956 75, 286 10, 000 $355, 1, 434, 888, $110, 202 72, 389 4, 473, 2, 183, 2, 248, 716, 551, 690, 889, d3, 869, 1, 765, /541, 564, 1, 320, 272, 1, 618, 7, 532, 158, 4, 305, 154, 4, 325, 318, 333, 1,000 641,818 814, 483 228, 150 45, 118 79, 230 326, 100 $3, 000 32, 530 17, 372 c51, 504 42, 966 93, 897 22, 751 8, 082 9, 000 cl03, 158 3, 199 $65, 224 10, 000 $10. 000 454,' 846 160,’ 003 13, 420 405, 588 56, 593 160, 000 2, 352 o ^ 2 cs,o 69, 526 75, 000 29, 600 $275, 675 117, 169 2, 542, 410 391, 168 79, 812 28, 044 •*143, 485 e731,568 786, 809 45, 482 257, 792 31, 369 132, 676 (jr390, 923 50, 000 1, 237. 061 8.445 1, 097, 98’ 35, 977 1, 829, 510 23, 883 $490, 604 441,537 2, 113, 356 1, 528, 446 192, 397 111,389 223, 66 9, 259, 433 3, 559, 897 4, 229, 452 1, 464, 816 963, 121 723, 824 962, 565 1, 354, 065 6, 241, 239 3, 148, 884 942, 333 1, 136, 986 1,780, 901 751, 901 98, 468 502. 527 2, 47 1; 343 11,256, 894 191, 674 6, 973, 399 193, 8, 310, .505 602,811 369, 431 $55, 1,417, 2, 043, 281, 785 6, 382, 8, 395, 3, 294, 3, 017, 1, 628, 312, 315, 2, 127, 3, 124, 2, 907, 1, 9.50, 7, 273, 18, 914, 104, 47, 805, 3, 029, 2, 187, 3, 562, 452, 45, 000 44, 85, 122, 063 724 965 12,960 307, 155, 44, .582 10, 143 7, 646 45, 296 7, 943 7, 200 1, 800 1,200 993, 397, 625, 402, 1, 417, 71, C, 578 •37, 665 29, 251 1, 772 ’"so 22, 571 h 10, 046 19, 025 24, 499 143, 296 54, 691 350, 741 717 403 2-2, 461 12, 000 19, 446 1, 09-2, 914 575, 271 950, 417 476, 870 2, 093, 412 5, 529 252, 298 22, 000 298, 281 27, 180 33, 161 58, 621 127, 477 44, 007 1, 500, 000 305, 849 2, 389, 488 mo, 868 ... / Xot includin'! salaries in normal schools. g Includes salaries, &c. h Included under sites and buildings. i Includes repairs and furniture. j Amount paid by Government ; from report of board of Indian commissioners. k Cost of schools ; from same. 33 E 514 REPORT OF THE COMMISSIONER OF EDUCATION. o o 'I?. ^5 •aouBpnaa^B aSBjaAy •pano-iua JaqiTinj^ ‘9[Baia^ ■aiBH —JO jaqainj^ uBa^ opsB^oqas ni sqaaAi jo jaqnmj^ ! ?:> CM rH « JO sjBai! 9x aaAO paqojiia jaqranx; •aSc JO gjBacC 9 japnu x)a{[oa;ua jaqranjq; •sxooqas ni paxiojua najpxiqa jo aaqtnnx; •OoB JO ejBOji 9x jaAO noiXB]udo(Iqooqag jo .laqratix •aSB JO gJBajC 9 jap -nn noiXB[U(iodqooqos jo jaqranjsj; •aSBqooqog jo najpiiqo jo jaqnmx •aSd-iooqog ^BSaq; •uoTjBxndod ^ lO o r- o : O r: m O GO iC^CCCOi--:Cr-»GOC^ (MOO • CM • r-l r- • tH • O CO O Mr:\OOOOOOC5COO^OOCiO ‘O ’ O CM t'- IG: O O O'i CC O rr CO OOOOO .OOOOO *00 OOGOOCTiOOO'^TCOOOCO o Ci ^ - - a OCOOC'JCCOGOl^O* CJD c: C? CJ o ' ' CJ O 00 GO O ^ OQOlC(?iiOOC5^(M.CO« - O X LO 1-^ O i X O CO I-- O O -H I-T 00 CO cf 00 (M o t- o t-T of OOT-i(Mi>OOCM; CS « Pi p'p -2 ^ • c3 a I (X) w ^ /-s S • m m • U Sj ■ o o ■ I 'oc m C O .s : c § > . c 2 •s 2 '-3 8 a • c s-i iMPa = . -o gpsl f-i . ^ o ^ (z: pp 0^ !/; .i 4: 4P cs C S ffi Pci ® !.p 5 OR P" ^ P > ® ijl P §P ^ CC o C3 o - cH ?-< 5 .0^0 ^11.3 gP-^P 6ddp4 c/5 CO tS ,-^uO^ Tf t- M (M © 2 CG 0© iq © CO ^ © © Tf CO © ^ r-H r-t ©0 0 t- 0 0 0 c 0 0 0 0 10 0 0 0 • 0 0 |0©0.-<0000rH0 0 0 1-1 0 0 • 0 0 CD CO -|S l-( 0 CO ^ S 2 2 5 © « 10 © -S' 0< CO ^ © © rr rt< © C7'*roo*^r-cocoo 0-0-0^ :---00^©00^©0©©© ;C 5(i 0 ICO 50 ell 10 50 3 75 72 g^SSiSiSSS a ICO SS§|^| :|g552 70 200 148 20 15 10 85 ;“lilS Sg » Cii ii 0i2©0©0©00 o» S S o o o OICOOOO .000^00000 O O isissi iiii^iiiiiiiggigii .-Tr-Too-Of rH r-T ^•' fff lo" 03 «' iSSiiigiSiiiiSiiSiiSli ofrH- Of-fcO' rH- • o § :|S^:s : ii ii ; ;iiii iliii : : rH'-r^- : 305 200 348 G38 mmm m 18 iissg °®|S? ° i° iSSisg ;g|i3 I • of of of I i ii' rH : 1 j mmm siisiiiissi Of-Tqfof rH- ^-.-T^-^-of rn" W- Clt^T— ( Oi'^T^COt^C^rH 1— t r-tC^^T-idi— 171 ri(7i CC'OOOO'C 'OOGOQOOOGO— '—I— I-W— 4— 1^ — r-^CC''--— ^ ^ ^ r-t — — i f-^ ^ r-. ^ r-H — < S'? r-< C? rH ^ ^ c? (>j -7^ CJ C'l C? (7? C'l -H (71 44.44^4. 4. 4.4.4.44.4.4 ■i4-4«i CO to O ?0 ^ M O CxJt.^ C< « 2 00 g ^ CO r-T^ « g> IlT? ofic CO''_g" Itoo to I-H CO of a By Stato law; hy city-orflinauce, none under 6. c Inclndes central and Town-street districts. e Includes central district only, 0 Oily-scnool-agc; btate. d Includes intermediate and mixed. / r.eporls only while population and schools. Table II. — School-siatisties of cities, Contiuued. 51G REPORT OF THE COMMISSIONER OF EDUCATION. Pupils. •aouBpuajjB oSbjoay 16 272 300 751 297 241 LO 0 0 ^ CO 0 0 0 CO 0> 00 TT (M (N CO 0 0 1-4 0 0 000 0 (M CO 0 0 T-I LO 0 I CO • 10 CO • 0^ •ponojuo joqninj^ 15 351 0 LO CO 0 0 0 ^ 0 0 Oi LO — < 0 0 LO 0 0 0 t-» ITS 0 0 rr C-l CO CO 0 0 0 ^ 0 0 0 »o 00 CO CO LO P- CO CO 5 ^ . CO Teacliors. ■o[craa^q 14 i-* c-»oit--LOococ-'«ruo^o Ql <0 CO 0 0 CO 10 •OIKK « 0 OOOOOCMOOOOO 0 0 0 0 I-H 000 000 — JO joqrauji^ H t-t-t-LOCOC^Tf'^^'^O 0 CO 0 t- C?«rH T-1 CO LO •jtioA oilSBioqos ni 85iaa.u. jo jcaqranj^ ?0 "V ^ CO • JO siuoi! 9x JOAO x)0{pj:ao joqninj^ o o o o o o o o o o ‘9BH JO eauai; 9 i9X)un x:)9no.iu9 joqinnx; 000000 •spoqos ni p9[X0Jii9 uaj-XJ^ui^ jcaqrnuj^ C- O t-H GO t-* GO ' C^^rnCf t^GOC-GOmOOOOOQOCOOOiiOl'-G^' r-Trn' erf CO*' co^ofe^T •9§n JO Rj:u9i! 91 JOAO uoijU[ncIO(I-[ooqos jo joqninx: O O O lO lO 10 o o C^O p CO •oSu JO 8.IU0^ 9 JOp •nn uopuxtidodqooqos jo j.9qaiu^ o 00 o o or-»ooooooo— 000000 •aSuqooqos JO aodpxiqo jo joqninjq; o o o o o o 01 CD^JOiOODCO'^COOri ^^oop— i>^ooc< r-T r-T r-T r-T CO" r-T r^oooooioo •o^T^qooqos {usaq; iKJricoiA^-o-J.cicowcccociicocootii'-.co-JjoiccoijjtotDin •uoT;!'B[udo'A s in ' ^ ® p ^ o ‘o'^ Ef -o s.?^ SqsS iSiS^S O CD ® ^ Pco ■ CD ® (D ' «=:- ) . c3 g rt :d egg'S®^ Ko H O 0 -O' -Ct< ir 0 40 40| 40 40 32 36 36 36 40 40 36 38 40 40 38 g?--ojgoooooccoooo^ooooooo o Ii :S"I- § ssa?s ;|| ; O • oooooooo ■ • o . ; : o«o 0 .0 . = |S ss 2S-°° iS®! i of iiiisiiiiiisisSliS r-r r^-o'of o'-T Of-r r4' isiisiiSsSpsiSsiiissSiiigiis i eo' .-T ^'o' rn' tH ^rn'r-TMOf Of ^',-1'.-.' 1 i ii ;ii i§ ;i i : : lof : : O • lO ilii ,-r Si ; 0' : r-r : §S i : S| SaSSSSS ills i of 1 : : : : : :==° : : ° ji : ;s i • 0 . i I : SSSiiSs iisi i o' siiSi”isi!ili ^'of^'^' -Tj-'oo r-r^'o'of iiiiiiisi O'0f^'o'-J>'~rf-'r4' 0 0 0 0 0 -n’ 0 i- . §£^S§3SS? ; Ofo'rH'ofr-fo' 1 ofofoft-r ,-r 0' r-r^'ofr-rcf 55 -o :o -o -o ;i: ci ->3 -.1 -i) c= o ti -J) o ci » o o » A ci -o o o CO CO XI to 'o lO lO lO lO o lo lA o o lo o lo lA lA in lA lo m lliisisiiisiiiiiiiiiiiiiiisiiisisiiiisiisiiigflli s c' n tjT in rf in n x' in' of ri ■cr' ^ o' of o' ocT Tr" o' m" o' o' o' «' of o' o' cn' o' "cp' gf o' co' t^' o' o' gf of o' t-T o' of o' o' o' t-' a lucludos iul Table II. — Sohool-staiisUcs of cities, — Coulinued. 518 REPORT OF THE COMMISSIONER OF EDUCATION. •90 UB p n9;|B OSB J9 A Y •paipjaa joqninx •9p}ai9j[ •9IBK -JO aoqiuii]^ oiom ci ii • at OOt^ '(MO— IIO-HMOOOCM OUOCJ •aO(MCO(>J— i-OCBl-JOrM • f- r-( t- M -B JO sjb9.£ 9 Japan paqojna joqtnnjj •epoqos ni pa^oana uajp[iqo jo jaqran]^; lOO'^CllOfOClOOt-t-tOOt-t-CM'^rtQOi i-i" I-T rH' n rn" fO” d" C3 Cl Cl Cl r- 05 •aSB JO sjboA 9x JOAO norjBxndodqooqos jo jaqmnj^ •a§B JO ejBoA 9 jap -an uoTjBindodqooqos jo jaqtnnjq; ot^cir-cooci->^'05 00 05 0iot’00oor’0i ■ Cl o o t- 1.0 •aSBqooqos jo najpxrqo jo jaqorn^ •aSBqobqoe xBSaT; ClCldClClClCldClClClCldGl^dd^dd^ClCl^CldCl uooioiOiAiAoioio»oiAoiAocici^J)coo:i;oci‘^4'‘4*4' •aoijBindoj OrSOLOOOOOOOOi-*’— OOOOt^OOOOQOOO^'*?'0 O)0O'X)OOOOOr.'^O— 'CQrj^OOOQOOOOO-^OOD— 'O OGOco'^L^ooooTfc^accr. c:io^ooooo70Ti^ocJi>o '.-T 00*00 I-*' o' ^ s ° ^ a ^ o 5 o ^ o • -5 ^ o ^ orj'^ c ’w ^ ce Cr-N Oj 3V !- a >58 |_8 o'© o - « •- (=1 I ?> |as al siS;Sg o ® c3 ffl , • A( j . u i-s .q r<=H a ecc o3,l:^ . o OM3t> a M >5 aV. S§t5^.£gC/}c3 0«^' - TO - * * 0,^00 . . ISlfiiilll,IIIll3gl?||3| ■'-irtMOc3ai4^njOfeoc^^«ciOIOrc^XG^t^XGJ -CGO— '0'*?'OGJ CO-^Gl'^COGiCOt^t- 'X— U-HPLOGlHP G^ O to CO Ci HP O Gi tH • Ci ^ uO rH t-H O Teachers. •aiBoiaj 14 Cr. O C; O O — ^ — I lO to Ci Ol CO CO C5 GO C? CO CO 00 CO -Tr-lrTr-( r-t •9[BI\[ 13 OOOOOOOOOOO'^OOOOOOOOOOOOOOOO — JO jaqmn^ 2 i Ci o Ci o> o o CO •rr GO lO ^ t-h LO to oi x CO c; OJ o CO • x co Tprl-T ^f-T^ T-H^r-t r-» Tp rT (Ci | r-1 •atJoA oijscioqos ni sqaoAV jo joqinnx; | 11 oicoor-^ojoitoo’— -Totc^-oococooioo) -ocrj ooio’^o TT'TpTPTrcO'^CO'^'JP^’^CO'!P'0''^TPCO^'9'TP •■^CO'O'CO’O^CO’*^ •oSb JO SiBoA 9x joAo [laiiojaa joqmn^ 10 to O Oi • to O 'T *0 O X . O Ci O O O . i> . O . • O O O CO C^tOCO*^ •C^'^TCO'^IO •TPi'-OtOO »r-it^ Ito • • G^T-litO C^ir-lirH.i r-( •oSb jo sjboA 9 japan paqoaaa jaqran^ Oi 0^ O O to • to O -r O O • O O to o o . to O • O • • to o o o O OC5 •■^tOT-ti^Tp— 4 *t--OIt^OO iTPt- iLO > li^COr-HX CO -X O? O O X »o O O o' r-T rH" r-T t-T CO" rH of . rH*' Of r-T CO" Cf t-T r-T •aSB JO eJBoA 9x jaAO noTjBpidodqooqas jo jaqatn^ i'. • O » • * tO » • • • X I • • • .OGI»0 00 .OO . • ♦ -O .CO • • HP 05 to to • X 1 . 1 • Ci . » » O Gl • rH 1 « I • 1 rH • 1 gT • 1 1 1 1 • 1 •9§c JO sjboA 9 aap -an uoTjBindodqooqos jo jaqranjij^ « 1 O O • * O *0 • • .ox • • o . o • • . CO r-l • • Gi i to • • OOOOO .OtO .CD . iOOtO • .1-^0^:5 010 .coi> .o . 'OOGi • .i-Hi'-rHGlrH . rH .HJ^ i .r-^Gl » •a5jBqooi|OS jo najpxpqo jo jaqainj^ »!? xi^ocotococoooTPo^coo?oji>i>-or^cocoo"^cocOr-^»or- ocooc:toxoo?c:T-^XTrooixxxTroxoo.-4r«*oooTpco X to 1-^ to to ^ X i> ^ X >.0 i> O i-- GJ t- O 'O c: to to o o o' ^ GJ T-H rH CO cf Gl T-^ Gf rH tO rr rp CO rH r-l •aSB-pooqos pcSaq; to to CG to to to to to to iO to iO fO tO tO to to to to to o • to tO to to o ci lA lo lo ic o lo lA irt o >o d lo Lo Lo ira lo o lA lo lo ! vA lA lA lA d •uoTjBpndoj w oooi>ooor^oxo^-oooiooooTpoooooooo 000-^0 O'JOOCOO^ or* ooooocccccooooooooo O O O T-H O 'T to to *o O O X O C? O O O to O CO O CO o O GO Ci to CO HP X CO CO Gi o’ CO X CO CO X 'CO to Ci CO O to o’ CO o CO 0^ COG4 rH Name of superintendent. ■William P. Sargent, secretary . W.B. Brown . -' . . W. Burdett, of committee . J. A. llervey . C. Hammond, chairman committee . William H. Macy, chairman committee . •James McManus, secretary committee . Henry B. Scndder, secretary committee . Henry F. Harrington . Isaac P. Noyes, secretary school-board . TTr.T.or.n, rViilr,T./l B. M. Fullerton, chairman committee . Amos Merrill, chairman committee . John M. Brewster . B. F. Hutchinson . . . Asa Wellington, of committee . N. F. S. York . Augustus D. Small . A. H. Fielden . Louis H. Marvel . George N. Hartwell, secretary school-committee. A. P. Stone . B. A. Fowler, secretary committee . W. W. Waterman . L. C. Wheeler, chairman committee . I. Kimball . W. M. Ayres, chairman committee . Arthur G. Lewis . . Names of cities or towns and States. H Lynn, Mass . Marblehead, Mass . Marlboro’, Mass . Medford, Mass . Mon son. Mass . Nantucket, Ma^ . Natick, Mass . Needham, Mass . . New Bedford, Mass . Newhuryport, M.ass . Newton,' Mass . Palmei', Mass . Peabody, Mass . Pittsfield, Mass . Provincetown, Mass . Quincy, Mass . Itockpiort, Mass . Salem, Mass . Salisbury, Mass . Sandwich, Mass . Southbridge, Mass . Springfield, Mass . Stoneham, Mass . Taunton, Mass . Uxbridge, Mass . Wakefield, Mass . . Ware,- Mass . Weymouth, Mass . r^TDCio— — cirOTf* c? CJ o? cc CO r: r: CO r: ro TP T?< tt< Tj- Tj* o lo ir: L'^ lO Ci Oi Ci 0^ Ci G'l OI Oi C'i (7i o/ (M C< ■joqmnj^ iiliams’to STATISTICAL TABLES. ' 521 2i|28|3gg=isii (N O'.^' 250 850 811 318 400 480 113 500 483 284 78 368 509 82 345 330 245 240 300 327 1, 146 174 376 500 426 607 330 IS :i fil3 erio 2, 7()0 701 848 647 1, 765 261 519 161 5, 500 2, 107 750 764 iiiis jiiiiiisgi J ^ I T-i Cf «:is t- O ^ CO r-OOOOOOOOOOOOOOOrtOOOOOOOOOOOOO(MOOOT-lOOOOOOOOT-IO.-i cn o o o o ;Tr..-n »;;0-20000000 0 0 00 00000 0 0 00 0 0 00 00000000^g. 000^0 0 0 00^00 0 58! 100 128 150 295 215 185 44 48 58 250 50 145 35 SS ;S25?| :^gg2gj|'^^ :2iS§§;Sg|55g| :|82 65 150 855 75 175 55 320 56 45 18 0 3.^0 84 136 iS|^2 :|§g 91 50 50 ei§5giiSiiiS|iii=sii§iis|gg5iiigSii“SiSigiisisiiggii (jfo'rH'r-r^'cO' ,h' r-r ^'rn' rH'r-TrH' rM r-Tni' -T °i iiSiSSiSiKSS : : o' : ill ;3 : iliSSglll :S|2|| :S|§5 :|| : : : : : : ; : : : iiii co' : :S :|| jS : :|gSS2||S :212S|| : ii :i r-Ti-'cncfr-Tcn' gf-r'ci'r-To'rH'rH'co'ro'.H' ^'r-r^'et-r r^'ci'nf rir-T r-TrH'-To' rH'^'nio'ci'o'or cc'-r-Tcf : o in o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o in o o o o o o o i 6-21 5-21 5-21 5-21 ! mediat IH!iifsiiiiiS§Si§iiSig§i§i§gsiiiii§SiiiiiSiiSii§»i ec o cf o' GO i-" lo (n in i-T o oci in w m o' o o' c-" in o' o' oo' un t-i -qT t.. jO (jf -ri o o' o o' cn' i>' g o' o' o' nf rp' i> ealiiSiiiiigiiKaiSssisailiiiisIsiiiisiliSiiiiSiiii a Includes intermediate. Table IL — School-statistics of cities <.fc. — Continued. 522 REPORT OF THE COMMISSIONER OF EDUCATION. Primary schools. Pupils. •90a8pU9JJ8 9g8J9AY rc ^ o C5 o 00 o 1 • » (M • CC1*— • 1 'O • 1 • I *Gi « O'^lCt^OOOl^Ol^l^oOd C5 lo o Cl o I'- CO Lo o CO d CO COUOi^i'-rH d'^THOXrHTH •p9XXoan9 aaqtun^ — — 'C50CO • ‘O — ''O ?^c:r?r5COO'^r:Tr • '^r •O'TC0c::jOw00C'?c;^c:oC5tj*l^ • 'Oi •oc»:r-c?:-x<7^ coi>cocij5-(MCM mT ^-.O- ; ; : Teachers. •9X8ni9j[ 14 c^TroowO-rr-i**r?^ccQ0*^c^Cw^: — ciiOricoo'.'^ — Tf r-i CO •9IBK w — OOOOG^'^— -OOCMOOOOOOriOOi-'r-HOr-lOOr-t O — -JO J9qran^ I-I ^ rH^i-irH COCi oijSBioqoe m sqaoM. jo joqranyi; 11 oocJoo<^oooG2GOO'oco'^:ocG-Griccooc^Tt'focir:^ •a!oB JO sjtJoA 9x JOAO X)9noan9 jaqranij 10 O ■ GO O Ci — 'M o • CO — O oc • 0^ r* 00 o o • C5 o 'O i-i 1 ; « : 1.0 LO O d lO rH . -r O O X O t-^rl-OO'^CO •d’^drnd rH , •95b JO SiBoA 9 jg^jau xJ9X[0ja9 jaqmnjq; 05 « •COOCO'TCGJQO .'JPOOO LOii-Ht^rr-rp-w .00 ^ Cl * T-( f-H O • rH O CO O O X lO O . rH d 1.0 I » '-r rr o LO i'r o • lO d O • • CO d rH rH . rH • i •sjooqos ni p9xioja9 u9J[qu[0 jo aoqranj^ c;QOrc4'--^t'-GOioo— 'cccircu-— 'O— '’r5 0c:?coci0 0 0 ic rc LC Cl Cl 'o i- LO o ^ r- o cr. cc GO d o — < o o o cc o ro t- ^ Cl — O GO tM X) O CM C5 d Cl CO GO GO O Cl O iO O 00 CO O CO tjT ^ t-T d*' CO* d" rH I-T ^ ci d** -T rH o" d** CO •9.5 8 JO S.1B9A 9X a9AO noijBxndod xooqDS jo jgqran^ o .OGOOOLO • .r^ocoo O .OCT. 0*0 0 • .coot^o Cl t^-^CO^CO • .QOrH d ! ^*“ 00 • I • Cl • ■ LO • .OOLOO .COGOOO # C5 • iOOCOO -—-OOLOO 1 1 . O LO CO • tH lO CO d • •ggs JO S.I89A 9 J9p -nn noijBxndod {ooqos jo jaqtanjq o • o CO o d • • r- t- -H o O • O Cl ^ O nO • • O LO CO O CO 1 ^ r-K F-I lO rH . . d d i-H LO . -OOOO t, rH 1 -oo-q^d •"^I'Tfcio • Hf 1 •d'V* rH irHlOOrH • •oSBqooqos jo uajpxiqo jo joqainjq L'? o ^ d Cl 1.0 f- o o t-- d o cot^ctJ>oxoi>odu-co^ oi^io^OT- iH o ^ 1C CO di'-d rHdrH cod CO Ch o - =1 g s , , • fcJj . o 5JJ .,• C3 ^S^o c-. o ^-o. o QO-LO" o lo ^ o» lo o^o TP r-i o OQ cTaTco o Tp'r-r o' o of rH" o' tp' o' oo" pf ^ o" o' *'' tp" ^ pp pp |i8igiSisiSiS15||||||gSSKS|83|Sg3SS||ggf;gogSgSg|S| a lucludiiig intermediate and grammar. h Including three sijecial teachers of German. c All mixed. d Bj' local regulation, G-21. e Includes Table II. — SchooUstatistics of cities, tfc. — Continued. 524 REPORT OF THE COMMISSIOJs^ER OF EDUCATION. Primary schools. Pupils. •oonBpnajjB oSbjoay H 0 fO 00 ^ 0 • CO 0 0 • 0 -rt* rf 0 CO t- • CO * 00 Loooio'o id^LOOt-corj^o iciciooco;^-^*^ 'C? ‘lOr-iro '^coio’vi- .cGo^rooco .ciC5^cO"?rr-o .oo I cf of rH- j ^ ■ponoaaa joqinn^ H ■LO'OCir-ooooocor-O’^c^cMcoo -i^LOiro io c> Gc Tf 0 r-< ro 0 CN 00 0 0 J CO i 0 r^^ Cl • ci — < I'-ci •ccir-^oo;2 0'^oci’^r-H'^c?i>^'‘ .CiC-o r-l?£> tH J:-*OCO 1-i d rH®-ci’^0'^0— '0x»t-»0 0'^»-0 05 T-1 T-l r-l r-t d r-l i-H CO t-1 CO ^ CO •jboA oi:^SB[oqos ni eqooAi. .;o joqranjq 11 (MO — ddd’^odododooiooooccociodoo^o •oSu JO sjboA 9 X JOAO x^aiiojaa aoqranj^ © H or-^cco .t^o(X)i.o .00 . .Locioioj^coodc-coioo 0 lO *0 — 0 » CO 0? CO 01 . CO d • . d 10 0 1-* »0 GO QC 00 GO 0 0 r- 1-H T-l rH 1 CO d • rH • • d rH lO tH CO CO •oSb jo gjuoA 9 jopmi poxiO'ina joqnin^ 0 t- d 0 0 . 0 CO . *00 .0000 - -o -^oooo O'l GO r-H Lo . m po I • (?i • • • • co »COO^i'tH 1 •» » •S[OOI[OS ni paqojna uaapiiqo jo joqniiij^ (f) •(X>OlCCOOiO'^000-f0 10 0C5COOCOt^OOdr-LOOH'0 ■ c. 0 0 — i'* — < 0 »o 0 d 0 d iQ ‘O H' r-^ r- 0 GO — • iH t- LO d 0 (X) 0 CO — 1 1- 0 00 ^ GO t- GO c::: t- ^ 0 d -H t- o’ r-iiH d tH go go'’ d d tH r- th' ci LO 0 0 1 tH ■ d rH •9.0B JO siboA 9x JOAO tioTjB[ndodqooqos jo joqnitvj^ 00000 . 'OOO .00 .Ot^OO 'OOlrji .lOOOCOCOO LOOOOO I •— 'OO «OCO •OH'O •rHdf'-OO ooodcoo 1 •Tt'Loo .00 'doco ‘COOr-^ 'BOcort-THd i-T of I ! o' i-T of • i-T ! CO rH*' • o*' • go'’ of co . • . . • 01 ’ •*®Sb jo ejBaA 9 .lop -un noijBpidodqooqos jo joqnin^ -^0000 . • 10 0 0 -oo .0 *0 . » *0 . CO 0 0 0 0 doooo • 'p-oo • '^ i.O) 1 ‘O • • • ‘T-H iOtOddo < 'dpooo 1 105 . » . >iot of » • I-T rH*' • • * ' ; * * •aSBqooqos jo ttajppqo jo aaqranj^ V5 OGOCOGOOi.OCOOd^'^f^OOO — OOOP-dCOLOr-^Tji{-.GO 0 0 0 0 ».0 00 0 CO S'- 01 ^ lO 0 rD 0 0 0 0 d 0 rH 0 ^ 0 0 (O 0 GO CO t.o 0 i.O T-H CO ^ 0 00 PO 0 0 ».0 0 0 0 CO 10 0 0 rH 0 lOt-d(M^d»-^Or-*'OT-iOfo^r-t^COiHrH^dr-d’'cOOOCOTH iHrH^ GOCOt-»iH •oSBqooqos pSoq; d d d d d d c5 d d ^ Cl d d d 01 d d Oji 01 Cl d d d d Cl d 10 uo 0 0 0 po 10 10 ^ i> 10 Lo 10 0 0 0 d; 0 0 0 0 0 0 0 0 0 ci •notjB{ndoj M ooooooooooooooooooooo^-ooocoo' OCOOOOOOdOOOOO...^Oc^'OOOOCOOOdrHl^C? OOOpOPOOpOQQOOPGOOOOOOt-* dOdrHOOOrHrfO 0000 CO‘i> lO 0 0 0 CO 0 LO t--' 0 -H LO iTiCO* T-< 0 0 0 d' 0 0 tH di'-rH tH POPOCO rH^ rHr-H tH<0''^CO d Name of superintondent. Eichard Brittain, clerk . Sylvcuus A. Ellis . O. C. Hari infrton . L. L. Packard . . . S. B. Kowe . Charles A. Hawley . J. Irvin Gortcn, princii)al . . . Edward Smith . David Beattie . Andrew McMillan . P. E. Wager . Daniel G. Griffin . E. A. Alartin, i)resident hoard of education . J. B. Boone . Heni y B. Blake . S. Findley . W. H. Dressier . . . A. Wendell Melville . Charles AY. Oakes . Daniel AY orley . John Hancock . C. S. Smart . J. H. Brenneman . Andrew J. Kickoff . EobertW. SteAmnson . . Samuel C. AA''ilson . William S. Wood . . . . ISTames of cities or towns and States. ' H Poughkeepsie, H. Y . Eochester, H. Y . Pome, H. Y . Saratoga Springs, N. Y . Schenectady, N. Y . Seneca Falls, H. Y . Sing Sing, H. Y . Syracuse, K Y . Troy, N. Y . Htica, H. Y . AYaterford, FT. Y . . Watertown, N. Y . Whitehall, H. Y . Charlotte, N. C . Wilmington, H. C . Akron, (Jhio . Alliance, Ohio . . Bellaire, Ohio . Belle fontaine, Ohio . Canton, Ohio . Cincinnati, Ohio . Circle ville, Ohio . Chillicothe, Ohio . Cleveland, Ohio . Columbus, Ohio . Dayton, Ohio . Findlay, Ohio . •jaqtnax eo-rioor~-co!r5o-H'rjro-fiOtDi^'MC30— iC5co-HiocDr-(x>cn oDajQoooGoajajcicKClOiocic-.cscnooooooooooo M fO M CO CO 00 CO CO M (TJ W M CO CO « CO CO TT -q* STATISTICAL TABLES. 525 iiSSSI isSsISSilisili iiisigi ilsIiiSIggiS ill iPI : « : co' i^'r-T : :^',-r li SsiPi r-T rHjT-t iO rHr-( r-tr-T r-T 01 Ol ii OITO Oi-l0lC0OOOrHOi-lOOOOOOOC00lO0lOOOXOOOO0lOr-OOOOO'- 0> 01 OJ Ol 01 Cl ?! 01 O! C-} 01 01 Ol o --i o X) o o -Ji -o o ci lo o -o ci o x x x lA o -x x to x ci x x o x o 4. to x ci x x x x x x x x x x x x x x 01 01 Ol lisilliliiliiiiiiiilfiiiillifisliiiiiiliiiiliiiigi o' o’'-—' x" x" x' o” t--- CO x" o' X CO o' -3'" t-' x' o'^ X x' x'^ O CO t^'x' o' ^ o' TO o' X -a* ■?“ o x' c- o' o o' o' o' o x'x' x' !?■' a Six years aud upwards, by city-oi School-siatistics of cities, cfc. — Continued. 526 REPOKT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 527 i : i-iii :Ssi (u ,-r : mn mm \ O X 00-^000-0 CM X OOOO. . -5X0000 0 <-00X0000000000-0 ■ iiiiliiisieiieiiiiiiiiieiiliigiiHliiiiiiiif » ^cxT c 'T ^ f rr ^ M o «■' T-r-o-gi'-r rfo To ~ ^ *■' ^ a Inclndes iutonuediate, iiiiddlo ov scconday schools. c Including ono ungraded school for colored children. b Those are i)riuiary and grammar combined. . d Tills comiirises only about three-fourths of the number. There is no city-system. Table II. — Schoohstailstics of cities, tj c. — Coiitinuecl. 528 EEPORT OF THE COMMISSIONER OF EDUCATION. Total in graded scliool-sj^stem. m O •ODunpuaj -ju oSBjaAY 46 o r^Xr^C^0>G^^OOOt-00OO— Tf< I-T r-T r-Tx"^*' t-T of O CO Tj4 Oi rH o CO CO O ^ O rH ^ CO :G X CO IO X I-T cef rf ■panoJ -ua aaquinx; 475 4, 327 878 r-»x*oc^xx:ooor^oo7^ COCOCDTjiTH-^t-Gl —JO joqranj^ X CO 1-1 c^ioco-HXcococ^Cit^or-'Cir-i'-cJiX'^cooocot^cof^o^j.o 1-1^ 1^1-1— o CO 559 * O G5 1 lO lO 1 Gl r- Teach¬ ers. •a[Bnia^ M j j ® j • o ^ . ■ TP CTj, •aiB]Y ee w • 1-H GI • • Gl • ! ^ rH CO • t- rH • — ^jo joqtnnt^ e) : o OOrHOOOr-r-iOOOrH O O G^ o O Gl Gl High schools. Pupils. •aauBpuaj. -jB aSujaAy H ee a5COxr-'Oi-oc;ooc?Tr< T^^co.^Tfc-cocjco^GJOit-co rH O CO o O O 1H CO rH •paqoj -ua aaqranj^ © ' O ^*1 CC» to ri OXO^XC50»OOO^X O'! ii“. CO ^ *0 X CO X -X r-» CO LO o CO Gl O t- rH CO rH Teach¬ ers. •aiBcua^ © o rHOOOrHOG^C;i-tOOO lO . X TP 30 CO G^r^i-HfHC^T-li-lXG^r-tOtOi o o TP Gl rH —JO joquinj^ CO o rHl-lT-(rHT-1l-Hi-H01G^i-.r^.-l rH O rH o ri rH (M Giammar-schools. Pupils. •aouBpuaj -jB a^BjaAy © iO o? iCJ O C> -4 CJ O CO X ^ X xio^t-cocoo^iQr-»coiox*o t-lrH O LOCOM G^CO o o TJH CO CO Gl O TP o -r -H X Cl CO CO rH •paiioi -ua jaqmujq; o o to ^ o lO o o io CO *o o o o ^ r* r-ii^o Oi CO X • TP. TP LO rH * rH I-T • CO Teachers. •aiButaji; © CO <7^ O TP G^ CO Gi O • O rH * rH lO • o CO Ci Tp . rH * rH ZD •91BK s • Oi G* 1-1 i-H ; O O ; rH Gl 1 O iH O 1 o O — ^jo .loquin^ H 1 CO (7t r-(lrt CO 01 lO O — ' O 1 rH O CO O Gl • O Gl J rH CO 'joquinj^ STATISTICAL TABLES, 529 530 (584 652 3G1 764 306 1,879 301 3, 566 561 6,417 450 186 2, 731 1, 138 866 715 2, 109 iiiii rH-rH-CM- isiiiiiii : bf ” : Is iiiiii r-r -r smmmmsmssf -r Cl O QO' Cl GfrH'co" ,-r ^ "G ^ 2 ;-l ^ ■§ a r-; =.2 CO c; TT -o ic: OCjT-4C{L';r0C?JOffjT-i(Ml-l.'5C«O-H— I^Or-l{^t'OrHr-(O^C^lC^OO^M(^^r-I^^T-,0^ 21^^ ^ Ifl 1 ^ g| 2 S s s 2 i i- i i S : : : : ': •f^"l 11 i -51 1« 'li s S : :b5 : : S : : : i i ti'El^ili o o 1 ; O • • CO ; ; ; ; =-2 o a 2.2=1 : 3 ^ M « go2§o?§'3 o ; ;C1 ; ; i 5o55=h^S ' rs . _ O ~ ^ “■ o O O rH O O • • rH O O o o o T-r r-T r-T (^i' .-Ts^'r-T I o t-* uO •paqoj -ua jaqranj^ I k? oi lO CO ^ o CO o i'- lo o oi CO T-^ 00 cf — of co^coooooro^(Oiocooir:GOC5000oo-^ I'^co— ^ci^co{^i^coQo»-^u^c:rooooccir:crjr? 0< CO 00 t-* j-- cc 00 GO o c; X) -r Oi lO ir: i'- ^ o CO r-f r-T cf rt" c^''cf“f cf C5 O X t- o Teachers. •aiBuia^ 44 TT CO CO r-1 rr i-H 0^ rs CO 1-^ T-( O CO O *-* O CO X lO O CO J.o r: X CO »0 rf< CO O o: Ci -T' — rrr- — •^rr-C? •aiTJR ^ Oi 0< MCOr-iCinT-.o.-^o-«’0'TwG'Jr;cor^cMT-i— ' I —JO aaqmnx OOOO^t^'^CsOOOO^CCOC^^OOO^CO to C- CO — : d ^ O O ^ ^ ^ o 1 ^ ® j CC 1 i ”1 sc' 13 OQ W o > Pupils. •aonupnaj -ju aSujaAY 5? '• •ponoj -na aaquinx; © : O k Teach¬ ers. •0[caia^ “ : •ajenj; e? i — jojaquuvsj; | ^ o o o o o o ooooo oooooo ^C5 o o o o o o o ^ o Pupils. •aanupnaj 0gt;.iaAY © « 1 ■ 1 €> ■ ■ CO CO •paiTO.T -na naqrun^ *1 ^ I I . O X • to o d Teach¬ ers. •axucua^ 34 O 1 ^ -H •9P’PI SI ! i" : i ^ — ^jo joqnihj^ g 1 OrHOOOOfOOOOOOOOOOrHO-^ o o o d o o o o o High schools. ■ft Ph •aonupuaj -ju aSujeAY 1 ^ X in> LCI X 1-^ ^ TJ* O CO d to CO CO X CO CO to i'* X O rri d X C5 CO 60 275 Ill o uo X ^ •pono.i -aa jaqcanj^ © w CO CO to ^ o d Cl O C5 X ooooo X ^ X X ^ CO O — < 1- o O I—* tt* CO o o CO o CO t-h X CO CO ^ o o J> CO to Teach¬ ers. •axmna^ © --H Cl cc T-H o? cri d 1-H -H o d T-l .-H r-, (^^ O Ol o Tfi 01 — to Ol r- -H •eiuK ® CM . T- r-4 Cl rl — . 1-1 Ti d 1-t O T-t O Tl jr ro c-5 O —T O d -H —JO jaqranj^ T^^TrrH^^ClOrHT-r^d’-' Grammar-schools. Pupils. •ooircpnaj -ju eSuaaAY © 2^ o O O O rH O CO t^ d 1-H 1-H r- X CO to o to to rH Ci 05 X o CO CO o ^ O CO T- CO X -H Cl O Cl T-H ^ 292j ' h12 i 70 •pano.1 -na jaqmnxq; es X O — ^ d ^iSciS O r-- O to O X C5 ^ X X 1.0 1- to o C5 CO tH X t.O X d CO t-o d rH d CO d to C5 o o C l c: d Teachers. •aXT^nia^ 2^ f- CC CO d d d d -H Cl d d CO CO CO T-i Hf* Cl X d d O CO 01 d •ainK ! ?2 2^ ■r-^OOOr-lr-(T-lO^OO 0 0^00 o o o O 1 O HT d r-1 O —JO jaqranx ' 2^ 1 2< i Cl XdXXT-lr-iddddd d CO X rH t-h d t- d d X CO d Intermediate schools. Pupils. •aonupnaj -jn aguaaAY H 2^ CO C3 O CO Tji X CJ o to to G'l CO ^ X CO d l-H d d d o o t-h TT . O X . CO T-1 . 159 102 el, 676 300 s X o •potioj -ua naqniux © 2< Cl o o CO CO t- CO rs d CM CO CO o o o r- X to to to CO T-H d d d o to 707 263 3C0 to i> d X o ci' 452 110 243 180 Teachers. 1 •aX'mna^ | 19 lO O CO UO CO CO CO CO to COCft^ X T-H to •aiBK 1 18 o o o r-1 o O O O O T-l O T-H o o o O O tH O o o —JO jaqninj;^ j 1 1 CO d o rr CO X to CO C-? CO OQ 'S' O CO d ^ X HtT d to •a;aqiimjs[ STATISTICAL TABLES, 531 I O ' I vX) ■ " ■ > 3^ O I Ci'r-T u*3 r- o CO C5 CO crs o ^ c: o *o t-- o I •0»OOOCO?^*OOOC5rHCO'^~0 00 Cl Cl -H : o o d I'- 00 'O 00 to 00 •:?< : i-T t-T r-T cf c . C5 to ^ <» ' CO o t- CO Cl O CO o o T-i d o »-H rH > d CO CO O d O d ^ . Cl t-4 d 10 cor-icoooorr'f^ot^do M O CO rH Cl ’ 00000 'OOO - O O O tH o o o o o o o o o o o o O to O • to — to 00 O *1-0' . l^Ot- iCOt^OOOtO *01^0 iCOOOO o — CO o o o I-- o to d ^ Cl Cl o ! ’O^aOOOO^tOOiOlOGOl^GOOlOGOGOJiOCl’ • d o c: o to o o o CO O t- CO . (* o c OT-i-OrHrH-HrHrH Grammar-schools. Pupils. •aauBpnaj -jB aSBjaAY © 225 134 0 Gi 0 t— 1— t— t— LG I- 00 r5 LG G^ 0 0 CO 0 0 Gi CO rH 5 47 144 GO HP LG t— O O TP p G^ O 00 1- Gl TP lG Gl rH o" •panoa -ua aaquinjq; 0 0 0 m 0 r-i 18 OC 06 LG 0 Gl 0 CCLGOLGCGOt- CO LG 0 G^ Gi 00 0 -H G^ rH Gi rH CO r-i LG GO 12, 950 231 500 631 216 190 Teachers. •aiBcua^ OGiO-^GiOOOri d CO C^drlOid 0 rH Gi O O O o ^ Gl Gl •aiBK M Cl._lrHTMO(;iOOO 0 CG rH 0 Gl 0 rH 1 1 1 O rH rH CM O CM —JO aaquinjq e) d ^ 01 oi oi CO cn 1-i GiOrHCiCGT-lrHO rHrHCOO*OM(MOOHtllM(M Intermediate schools. Pupils. •aauBpnaj -jB oSuaaAY } H 0 0 0 r- d • 0 LG • 0 ^ 0 LG 0 rp 0 r- 0 00 0 ^ rH tH CO 213 584 175 104 LG'^rHOOCGOLGG^OO OGlOGJG(QOi-£-OHP G^ O TP LG rH Gi cg"* •paqoj -na aaqninx © 0 0 0 0 ^ 0 LG 0 0 i- 0 0 0 0 CG LG 00 CO ^ <*»* 0 G^ ^ CO ^ 0 0 Gi 1, 179 250 OG^^OO— <0— -Ot-iGO r-lCOiGG^GJOG^OOGOOLG rH Ol rH t- LG 1— rH Gi Teachers. •a^Braa^ 19 CO ^ ^ dOl rH oo ro t- CO CG OGi^OrHrHrHTpLGCGGlLG O G? rH •aPR 18 r-l C< 0 0 0 0 rH 0 0 CJ Ol d COOrHrH^-HOOOOOO —JO jaqninjq 17 0 ^ 0 QJ Gl LG t-H CO LG 0 0 ^ CO d CGG^LGrHG^rH^^OGlrHLG •laqran^ Tji T51 O O O I.O O O O O O O O O O O O O O O O O I- I— I— i— I- I— t- t- STATISTICAL TABLES. 533 Table II. — Schools taiisUcs of cUles, 4'-c. — Continued. 534 REPORT OF THE COMMISSIONER OF EDUCATION. Total in graded school-systoin. Pupils. •oouTjpnaj -jn oSujOAY § 00 'o ’T c: — ' cr. C5 -r LO 00 CO LO Ciocoooro-T'^—'foooco ooc::cot-c:50£-(7iCMJ>coTr CO* cgT lo" t-T t-T •ifttOXCiOOLOLO'O— Ji-HCD— iXX’^CiCO •ect^ot-o— ‘^XCOG00 7ll^-*Tt'i>TrilO •CluOXOOCOOX'OCOOO'^OlOCOt^CO cm" r4‘ 71" i-4"r4' r4' CO" tjT cf •pono.i -no aoquinj^ 1^3 ROOO'^CMC50'^?OOi>OOOOLOCOT-iOCO(MCOCOT-(OOOT-iLOI^TrrOGO OOCMC500Tr'rO(0?‘7^^0i''i'-POOC5r-OCOCiOOLOGOO^-HOCOrH».0(M ocococoaor-^(M*^(MT-i::5rococ5:oo*»9<*^coTpaoc5t^cMi^ooi>oo^ -4' I-" cgT t-T cm" — " 1-4" co" cm" cm" t-h" cm" t-T co" co" Teachers. •oXBino^ — ''iJiCiCOOf-i^QOOlOOOOOOOCrit-*— (GOCOCOOlCDrOt-'QO^OKOO’^ — o (Mi-( C^rHr-^OCOMCOCMr-H COi-ir5^'s.^T-lCOTjiTHCMT-(C-r-«i-CC?i^‘MLO •OIBK i ciT-HCiw(MrH--:o . • 'MM •popoa -uo joqnm]^ r5 M • 1 ICO • • lO • O ICO » • CO X . o ^ . • tH X 1 CO • . o S-- • i- M X . . . lO • I 1 CO • ' • • .71 . UO <75 CO ■ • LO . 71 X 71 •1 • 7i ^ Teach¬ ers. •oi'enio^ S • • CM ' • CM • I'- • LO O • ■ ICO ■ ■ 1 O X O J CM ■ ■ ■ ■ - O ■ 71 CM •9TUK 1 M 1 W 1 O i> 1 LO CM 1 ; 71 O C7 1 o » • ■ ’ ^ . CO ri i> —JO joquinjq; ^ 1 « 1 eo OOMOOOt^OiOT-(OOOOCOMT-tOOcMOOO*^OrHO(MTH^ Iligh schools. Pupils. •oounpnoj -jn oSn.ioAY H i-ascMTH^J^OOTTiMCX/^ O EO ^ -X) CO i'- iO 1— i-* CO T-* CO tH . O 71 Tji • lO lO X . 71 r-C • O X O LO CO CO C5 C5 CO CO 1.0 ■ r-( O lO to EO C5 CO CO X LO O •popoj -H9 aoqom^ © M O O C- (M O CM 00 CS <^C CM iO OJ O o o aj t- Tji X' LO Eo ‘ rH tH CO rH (M (M . O O lO LO o O O X CO ^ 71 *7!J>010<^5COlOr^"^'^010CM Teach¬ ers. •otnrao^ © T-.T-t-'^'CXCJLOJOi-HC^i-iC'Jr-lT-HOf-COOOClCJrHrHiyj-^OOT^LOrHT-l •oicK (D T-lrHCr?i-li-iCO(MrH— T-HTHT-tCMrHr-iT-i-Hr^r^T".THT-!CMrH(MT-!r-HTHr-irHrHT-lTHCOi-tT-Hr-lr^i-H CQ "o o "o op a g 5 S S Pupils. •eounpuoj -jn oSbjoay © r- o CM CM T-H CD CO O O X to O "O CO lo IQ o tH M O 7J (M CM Co"c7f • O X CO X . C5 O CO • t-H r-l o CO .7it^iM0 7i<^coco;i; 22 ^^^OCMC5CMCOO'^0'^OCiOC007:)r-lCOCOr^i-HCCiCMCOCOC? CM CS tH (71 r-i -2 ”3 o 'o CO o Pupils. •oonepnoj -jn ogn-iOAY H ^CM^^O . •T-HTrcOOC (X>C30COi>0 •■ rH in CO • « CM M o o <75 . CO • o . CO <75 . o • lO CO O X X Tfi t- 75 CM 7? X 71 CO LO X lO •COi^'^71^^- T-( 1-1 tH 71 1-H UO •popo.! -no joquia^ © 222 95 C41 81 360 211 118 345 100 95o! • i>- • rj< . cb ■ C5 X J> lO ^ 4^ i- 75 CM 7i CO X CD Tfi O CO Tp ^ ^ LO X O rH x-H 71 71 tM X .s (V a s Teachers. •oxntno^ © H 1 lOCMt-T-HO • 'iOOCOCM lO ■ t— 71 • lO O 1-0 71 71 CD CO X C5 •9[BK 2 1 O O O I-H o ■ -oooo o O 1 o o o o O'O O i-s O O —JO .loqutu sj; s i lO 71 o CM O O O EO CC X Cl i.OOO’-<07lOCOC7iOi-HOOCOX<7:'*1^CO rt CM rH •jgqmux j ; « C i ' r-oocr, o-t 1-1 g ^ CO T-(O-:t:;OOOOOlOOOOi-} CO O O* O C5 coo — hhCOtH — CIOLO (?l d 0 Cl h}< Cl lo 0 CO >n 5 « SrO O 'S Table II. — School-staiisUcs of cities, <)' o. — Continued. 53G REPORT OF THE COMMISSIONER OF EDUCATION. Total in graded schoul-syatem. Pupils. •ooncpnaj -jn oSnaaAY 750 797 1, 108 780 CO o r-( O lO 00 O C: 00 'O Cl 00 00 Cl od’^o^d'^ci'v Cl tc CO L": I-* o d cf d CO d 1,400 Cl Cl 1,314 1, 199 1,981 1, 439 441 295 377 •peqoa -na aaqmn^ lO O O CO O ^ O Oi C5 c; Ci CO 1.0 o Co'r-T O 1.0 — *COCOrOC^-Hi>ClLOLO-H— lO coLOOLOdcicQ?oooT^r-*i?r Cl o 00 1-4 ao i> CO CO d d Cl -T t-T d*' o' cf GO CO IGO CO ^ 1-- LO Cl t-GOd'^’t-OLOO 1-HGOLOCOJ>OCOIO Teachers. •aXBuia^ 44 LO LO — ' OJ ^ T-I 1-t LO 01 O CO r-H Cl i- rr 00 d ^ LO 00 d LO o ^ ^ ^ ^ oo r-H CO ^ o GOCiOOCOCS'^LO^'^JO d CO Cl LO 1-H •aiBK 43 Ti ci o 0^ CO lO T-Hcoocicodoo'vci^ T-8 CO e o d 1-H Cl 1-H Cl LO Cl d d — JO joqnin^ O ^ Cf rH rH Oi Cl EO CO r-i 00 1-H CO Cl rH o o LO ';c t- Cl 1-1 1-1 1-8 rH t-H 1-H CO OOCl^OOClt-^ClOCi ^ d CO d CO d Normal schools or de¬ partments. Pupils. •aonnpnaj -jn oSuaaAY : : : : •paqoana -ua aaqoinjq; © LLl Teach¬ ers. *a[Bnia^ 39 . C3 •aiUM M : : : : — ^jo joqimij^ oo o o o o OOOOOOOi-tOi= ) o o o o o o o o o o o Evening-schools. Pni)ila. •aaucpna; -jn aSn.iaAY Cl • N M il 1 1 lO LO • • • • » CO ■ • » •panoj -ua aaqmnyi . CO . . • I • 1 t o • • O GO • ' » • • d d I • • Teach¬ ers. •aimna^ 34 • o • o • .1.1.0 ; ^ CO CO ; J 1 1 S " : : : : : :^ ■ I d d ; ; ; —JO joqranjq; w 0 0^00 1-8 O ooooooooooooooo O O rH CM O O O nigh schools. Pupils. •aoat?pnaj -jn aSnjaAY 31 O lO iO CO 89 CO lO Cl Cl OOOOTfp-OCl dClLOdi-Hddp C5 LO LO t- 1-H Cl CO LO o CU> d Cl LO Cl ^ •pa-qoj -na .laqoinx; 30 1.0 O C5 O O T-t CO LO ^ o o — ' ^ Cl ir- tc CO'^LOCldtC'::^i-ICO^O GO O OOtOCOdi-HOO Cl Cl CO O O 00 CO LO iH Cl -1 A . y ro •axnraa^ 1 © 1 « tH o CO Cl O O O O CJ O tN ^ o ^ o ^ Cl o ciddi-Hcocoi-iOi-H c3 ^ y y H •aicH 1 (jO 1 ^ rl ^ CO Cl l-lY^’^'-'ClCll-^T-8ClCOCO 1 1 1 1 1 1 1 1 1 — JO aoqran^ s r-( r-i T-H -H o """""""""" Grammar-schools. Pupils. ■aoHcpnaj -jB oi^BjaAY © o o o o Cl i- 28 241 o CO 112 8ll 104 112 252 1,279 71 lO GO O Cl »0 O O O d Cl O LO o Cl ir- d rH •panoa -na jaquinj^ B5 O QO O O O LO ":r r- lO Cl CO T-S C5 t-H d lO . o — CO • LO o • CO 1-1 131 lie 135 154 315 2, 756 85 248 • CO 00 CO CO O lO o O CO LO LO O CO d d CO 1-H — Teachers. •apiiia^ lO CO ^ CO o 1-H 00 i-- Cl i-»dC0C0l- - ^OTCd^ 00 00 d 00 i:- d O '^r* •aiBK O r-l O tH O CO -rH O C0Or-4OrH — d^CJr-r 'If O O O r-^ 1-H ^ O — aoqran^ 22 EO ' CO lo 1-1 • 00 d ^ddcOLOdciLo^^cd CO d CO d CO d Cl 1-H -OH Intermediate schools. Pupils. •aouBpitaj -jB a§B.iaAY 1 j o Cl O O 00 CO Cl LO 00 lO d o LO 00 O 00 ^ COOLO-T^LOOl'- ^ ^ ^ -o 1-^ o o d O TH Cl GO O • d Cl lo Cl 00 LO • 1- TH CO d IH t •pa[[oa -na aaqranx o o CO Cl CO o O lO CO 00 • CO • o o Cl OO'^COQOOOO^ ^ »0 Cl O CO Cl Cl Cl Cl CO 00 tH CO CO O CO 00 LO o o • 00 O 1-’ CO O GO • CO 1-H LO CO T-H 1-H • Teachers. ! 1 •axBcna^ 19 d 00 d COCOd*OC5l^rHOOCO Cl tH d ^ Cl CO Cl ^ CO CO * •aiBH 18 i 1 o O 1-1 o o o i-lr-ii-tOCOCOrHOr-tr-i ‘ O 1-H O O O O O ; —JO aaqmn^ 17 o 1- 00 Cl ; ^'^coodLocicci-H • i-H LO 1-t • ciiHocociodcoo •jaqoin^Si; C5C^OC50000000000» - - tc^icocccococococorococ^r^ fccococoo^cococococccococo:ococ^ STATISTICAL TABLES. 537 nr^~ (NOO- ,-rcrr-rr--'cOrH- r-,- ss o- mm siiiii r-r r^' nmm 1, 500 830 5, 529 3,018 775 250 3, 893 10, 762 999 1, 270 10, 305 2, 038 1,251 4, 033 1,710 699 SISIssSi „-p_- 815 2, 600 1,350 755 610 1,392 970 1,360 1,050 900 319 1,828 1,414 002 2, 888 i,8l7 1,595 0, 580 19i 12| 601 35 7 3 53 201 16 23 190 30 28 100 17 15 14 12 34 43 10 38 881 332 6 4 12 44 26 10 10 !) 20 10 13 9 6 Si cs r, rr rj. CO ^ O o O CT. 1- CO 00 t- S| : :S : : : i “s : : O os 1 1 rl • • .-1 • • OS 00 1 1 O' 1 -OS • ■ ooooo .-HrHOOT-IOOT-HOO oooooooooooooooo o o ooo O O ”s SI ill isi i i ico" : : : s r-( iii ir-r : o cJ Is iSi iSS i i os" j -r : : : 1 OS" iii IrH" : i -H O LO ^ • O 00 • I-- • ■ iS ■ S • CO OS CO CO ' 2 • C? 1*0 ' ■ £5 . o 1 0 0 3 6 0 T-( 00 O ■ O w ^ O' o o ooo 12 ol 0 0 8' 0 0 0 0 0 0 0 o o ooo o . :g cc 'V ° ; :§ ‘o§§ooo«cicoo 1 § s “I § : i ^ •O'rHOSCOr-IrHrf.-HCO CO CO OS GO o 1-t ci ci O Tp O • :os 1 O' OS CO lO r-l OS i-H OS OS 1-H ci o CG ^ Tp CS ; ooocoo O.-HCO-^.-HrtT-lr-'r-l^ -1 O' r^OrH^i-Hr-lOr-IC^OrH^ o O F-i r-4 ^ o 200 114 483 528 137 I i-ISaSiis : OS" PI r-r 110 72 100 44 180 153 130 70 gsS 2 : ggiis S i"Si5iSSs -r j. i°i r-r 100 85 130 52 150 242 180 150 124 s S“l I i CO CO C2 O r-l ^OgOOSgO'OOOSCOCO Or.UO OrrCOOSO'OSO'OSLOCOOS O CO o -^o CO -ILO O rH O'COOSrlMO.-HO'COt-IO' O O OS TOrHOOOriOT-IrrO'O CCS — o o Ort' CO Ol TT O OS oiqosco^-^'OS'orsT-H or* OS r-l.-lr-irH--'r*O'rr.-,C0r-l TP rHCCS — COS CO isi is I ill iSs ill si 2 60 138 425 147 175 534 210 350 137 1 Cl 1-H S'ii is r-r j i ii= ill ils 11 1 85 165 500 294 200 670 270 370 227 s is C-OO .Tt. OS . UO CO . LO LO . S- O' CO O' OS i-HC^THTf'^odr-odo t-T — T d — T —To" i-T L-fod t-T O C5 CC O lO cr LO r-- 02 CO Ci CO t- m 'O O ''S’ o o ■p9noj -no aaquinjq; i.'^oooroi-'OOi^o-3'aoooo':0'Xi'=?’oc:o^oooor5^c^'^GO ooc^c'OTToooortidi-'tCiOO^i^ocoo — o^rtoc-'OoodOTpr-.^t-rsHdoOGOt-rr't-ocO'^t'OOTMQoocodt-* cT ^ of o*' t-T r-T d”* r-T d* d i-Tr-'' -H d Gl Teachers. •0{naio^ 44 oocoot^i-^Gor:ouo^aoiooooooocooorof-dO!i^'^C'?codroir^ rr CO Or^ ^ ^"^O'ir^drH-HOTJ'O^COr-l t-HCOt-h T-Hd^r TT rH Oi w t-^r-i^ddi-i^t-i-)T-^COdOdOQi-HdOO-HCJr-imT-iTHdOir^OO ^ d r-td ^T-iiocO'^rf«coco*^cooJOj>t-coTrT-HCOi>CicO'dd t-ILO— It— drH COTf^CO ^d r-idT-l ^ iO Normal schools or do- partmeuts. Pupils. •oonrpnoj -jn oSej9AY 1,395 . 02 . o •popor -no joquinj;^ © CO d" . CO • r- Teach¬ ers. •oxeiuo^ d ! •oiuK QO Ol 1 ^ —JO joqum]^ M ooccoooooo OOOOOOOOOOOOOOOOOOOOt-h Evcniug-scliools. Pupils. •oonnpnoj -JB OSUJOAY © GO o o o o' :i : : : OOiOOtT«*'*«..*CO O d • I » I • • • • . . CO CO .......... GO . GJ •popor -no jaqmnj^ i-'2 60S o o cT d o o . . . t- . . . . ..... CO Teach¬ ers. •OXTJUIO^ 1 eo CO o d d j® j j j CO O O O . o tH . . CO M d o • C5 • • • • III 1-1 M 'i' d ^ — JO aoqranj^ . r-iOC-?OOT-iOOO CO OClOOOOi- o CO T-s ri r-t rr CO* CO o o CO o ers Ci ^ O? r-i rJT o O d ''S’ rH rH d 00 rH HH CO . CO O 00 00 O 0-^ • O LO O ^ CO • rH 45f> 159 176 o . o • •popoj -no joqinn^ 15) dco — omcod'^o ^i>t7^CO'-COCOOO LOT-lC5i-lCOOr-HrHCr5 co' o 278 1,524 246 297 317 £-000 •lOOOOTf’OJrH o rH Qo j> • 00 00 CO d o o C5 00 ''S’ ‘d rH o d rH •'S’ • o • Teachers. •OXBOIO^ 51 O^OOCiCOCOrHCCJ O 1-^ O 00 Tf CO o rH d '^dS^ 'lOddlOrHCir^H CO • • -OIBK M 51 1 1 ” i-H ^ O O rH CO O O iO Ci T- -Or- rH T-1 rH rH o 1 —JO .toquinyi; 51 51 CO 0^ -i d d o T-l (U cocM^r^cio-HocsT-HocoTH CO i> d 'S’ o rH o 'o o o CO o ct % a Pupils. •oonepnoj -JB oSbjoay 5 CO o o o o o T-- r* CO ^ y~i Oi 1.0 »o :Z5 00 d ro o o -H rH O lO CO d CO 00 d T-l CO d" 132 1, 898 1,422 811 158 382 150 o . . 02 . . CO . • CO -H O 02 i> CO*' •pojxoj -no joqran^ © 51 ic o CO o ».o o o o o o O^Ci^rHrJirT.TT. rH JlO rH O ^ rH GO . . CO 0 2 o O O O O O O OJ OOOOOOiSO' — JO aoqnmj^ O O lO lO CO Cl ’ •jaqcnnjq; co'CiLCC3£^aoc20-HCirc:^oot-coc50r-iciro^ico<'-oocr50T-0000000 00000 o o o 6 0 o o o" ooooooooooooooo 00 0. o o o s?g?§s :^e^§sss^8g^sli?gss' ^ .2.2 5 ilii Wl?gl¥ i-O.I’t^Ot-iO.tHCMO-.C. ,-1 ,-, 0 O. 0. rHOl(^(r-lr-i^^,-^CO(^^O^O^OO^MCM,-lr-l(^JT-l(^^0 T->rHC»COCOr-lOT-lO,-HrtTH Tl 0 C rH OJ c=rO >-IOT-lr-(rtOT-lrHOCOOOrH{MO. COCO-TCrl 2 1 1 G 1 1 1 1 1 1 r-lT-^rHr-irOOrHT^r-l--T.^-HT-lrH,-Hr-lr-rHTH^CJ-^ I cn t-T I § i§ ; S||2g2 giis isliiiSsI iis 2£ is : iiisss“ 239 412 1,077 175 MOJO-.'^'OC.-lr-l .(M'S" CO Oi • •Cl • 0 T-' 0. 00 T)' i-H TJ, 0. r-l £-co .coco'rMC'icoTCC't oco^.c c. oion"■=-.= ■s w '’3 LO Ci i- CO —JO joquinjx at. ! OOOCCiOG^^CiCO^ClOOOf-— ^ 5 323 14 41 113 11 56 15 Normal schools or clo- partiiients CO •aaaupaoj -JB aSBjaAY H ^ i r i i i •papoj -ua jaqmu^ ® : : i : i : o * > O ■ 1 1 Teach¬ ers. •aiBoia^ Ol • • o • • •aiBK 3D o ; —JO aeqranjs]; ooooooooooooo oooooooo OrHOOrHOOO Evening-schools. •aauBpnaj -JB aSuaaAY : : : : 1,042 18 112 70 164 •papoj -ua jaquinxx w : : : :^ : III • • I • 00 g-i ill : Teach¬ ers. •aiBuiaji; 1 34 ! : : : ® : ; ; : ® ; : ! 1 CO O O • O • Ci • • •aiBpi : : ! i ! ; ! i i ; ! r~i C<1 • i-H • I —JO jaqmnxi M OOOOrSOOOOOOOO OOOrHOOOO O ^ r-i Cl O rH LO O High schools. Pupils. •aonupuaj -JB o.oBaaAY H O . fO 00 LO CO • CO o CO O • 00 ^ CO t- • C5 O (Oi O :0 *0 rH rri CO •papoa -ua .laqranxx © CO •COUGt-OOVGOt^OOOO lO •^2>OCJCC?CCCOi'^OTr CO ':0 CO lO I ^ 91 1,753 70 300 428 43 112 65 •papoa -na aaquiujq et CO) O CO rj* • GO O O O ^ O U-> 0^ • i- ^ i> cO GO lO Ci rH ^*G^rH rHr^fMCO 0^-C5 0lOOOC,r-'^-TrOOOO^>COOlO Tj't^-OO, T-irHLOI^GOG< .MU'>CN-^G^CO-3<0 T-H I lO T-H •aiBH w T-HOOrH • O O O CO O CO Ci — Or-O _rHTf,-HClOOO I'- Tp t-H LO r-. r-i lO CO a. o — 1 lO o Cl e* o o j.c -r 13 ClO00OJ3 00C5i-IC0CCClO(JCC3-Cr-00O tH rP 1-( Ol LO of O O 01 »0 CO lO LO o >o T o — r5 -p LO CO C5 CO ^ LO o rr *o OJ ci c; i-- o 00 0? o? »o X CO CO r- ers CO CO d CO r-i rH LO LO — 'COO-i:^QOOlLOLOOr- O LO C5 CO rp LO 01 Ol rH r-4 i-P ^ t-H Ol Ol 05 i-t O C5 Ol CO f- 1H *0 rP *'5' — Ol ^ Ol T-^l^OiT-tO?OC;rHt-3^ rH Ol CirPt-(Ma!(UCJ(?J LOOt-HCOCOOlPf’rHO'^OlTPi-liOTpG^-^OO 01 r-. 1-t 1-p 01 -r 14 13 14 IG 11 47 CO CO Ci rl O Ol GO i- LO Ol • O CO Ot rH o 1 CO 'TCOLOTPr^cooocoo • LO CO t- CO 'CO C5 rH • Ol rP X Ol CO ''T' pp CO rP 'TP 1-p Ol rP Ol : 1 I oooooooooo o o o o o o o o o o o o o O CO o o o o ~o^“o~o~o'o” 6 LO O O CC rr O Tp o . St ■ ;* X «o o> CO O LO -< 01 o of CO i o LO CO . • -r LO O LO Ol o rP Ol o Ol o o — ' ci o o o — I-I o d o o o o o co' o o o o ~Grc5“o^oo”o OJ X- 00 CO CO CO lO CO t-- 1-1 -p 00 -T LO CO CO ds to X Ol CO 00 X CO OD '’oo 1- -p oi o CO "to” o“ Xi'^^To” o CO X CO LO X — o 01 Ol — cr. oi CO CO — * o t- X ^ 'O 00 lO o io — LO O O lO o CCi LO Ci LO CO o CO d § o o 0C500^0--:5 0 Ol CO C5 c: LO 05 CO r- — — ^0100 01 o 01 o — t Ol rr O Cl JC r-, rf rH Cl — 1 ^ ^ 01 Ol r-i CO pp CO 1-p -1 — 01 Tp - -- CO T-i — 01 — r-l d rH O O Ol — ! T-H 1-1 -1 O Ol rPrHOO-^OrPr--H^ — — .,-HrH 0!) GO X -p X — 1 CO i.O o X X C-» — ' X O LO 1-H Ol -H CO ^ of 70S 1,020 1G8 p CO ;o -p r- O -p Ol i> CO O) CH CO >Q 'O X “ S3 r-H Ol CO O LO Ol 00 o o r- O T -p c:5 1- rP 01 r- 01 O O ir e-e-g; o — 01 — < r- ^ o LO — OXOIO^OO 5 01 CO T-t T-1 CO t-* 01 of lO O CO O O 01 rH CO X O LO CO o O CO 1-H rH Ol LO rH lO 05 CO) t- X LO CO i-H 1- CO LO CO CO LO to J'- i-- Ol Tp T— 1 p ^ di 01 C5 o C5 -o o o iH O -P CO O Ol 01 01 tH rP CO Oi o CO rr 01 LO ^ CO o CO 4 O — . ^ pp Ol tH Ol Ol Ol r-i 'O' rP Ol nP CO 01 CO I'- Ol "7* ^ rP CO Ol LO O 0? -- O O CO rH o I'- LO 'T' 'O O »0 O i-p o o 01 1-P iO rH L^ rH T-P CO O O O O O O CO 0^ Oi 01 00 Oi CO 00 x CO ^ ; t- Ol ri r-i ^ O Ol ^ 00 01 Ol o • t- 01 ; Ol Ol ^ iH CO Ol o o O oi 01 01 Ol *r rp CO 'O o Ol 01 LO 118 270 1,750 LO CO o Ol lO CO CO -p lO O CO to OlOl rt> -H 05 t- C5 00 Ol O CO o o LO ''P 05 ^ LO — LO Ol O Ol o o CO Ol 0? C5 CO LO 1-p rP CO CO ^ LO O CO CO 00 r- o LO Ol 01 lO 01 CO o -p o CO o o 1-1 CO o of o CO lOG 1, 100 o o 05 Ol Ol CO *0 CO "T o \o LO »0 CO Ol o 1-p Ol OLOOl^Or-fOCOOO 00 C5 1-p t'- O LO LO C5 00 i-PCOtOrPOlCO LO LO ^ ^ CCS LO Ol CO o LO s CO 01 00 O 00 ■T 1— i ro rP O JO O O — 1 o o o o o o 01 01 'O 01 O 1-t o rH Cl OOOrHOClOOOO rr Tji c;^ o LO r* CO Cl 01 O CO o o c- o o 01 o O'^COO •t^'T'^Ol00OlC5Ol00 ' l- liO rH CO ' lO O O’O lO ITS lO O O O O O lO O O lT: lO m o o o a This uumbor includes 5 ungraded schools, with 5 male and 2 female teachers, and ‘182 c Also 1 ungraded school hept for 3 months, with 1 male teacher, and hO enrolled enrolled and 2G4 average attendance. and 2L) average attendance. h One ungraded school, with 1 male teacher, and 101 enrolled and 82 average attendance. d Includes primary. Table II. — School-statistics of cities, 4-^. — Coutinued. 542 REPORT OF THE COMMISSIONER OF EDUCATION. 'o S ci 0 Pupils. •ooircpuoj -p: oSiMOAY 0 CO 0 0 • to LO 01 0 0 •p3n<).i -no .loqixiux; 1 ^ 1 00 — 1- CO 0 -ri.o cr. CO 10 j.o o — cj('*TOo*rcic>— CO 01 »0 CO ^ LO 0 CO 0 01 1-- Toachcr.s. •ojcnio^X •oinit W -( 0 00 — rr CO L-: n 00 Ci CJ -r 0 1 1 — JO joqnm^ i co-^i-HOOo— Qlr^Ql Cl I-* Isormal schools or ilo- partiuents. Pupils. •oonnpnoj -jn 0.OC.I0AY . 10 • 0 CO ■ponoa -no JoqnuiNX ^ © i ^ « LO . 0 Teach¬ ers. •ojmnoj]; 1 § : 0 •o[np[ 1 rjo — -JO joqtnuj^ 4^ 0 0 000 <0^0 f-H Evening-schools. xh •oonnpnoj -jij oSa.ioAY © {-5 . 0 • 1 10 • 0 •poqoa -no .loqoinjjx 1 • . CS . 0 00 0 01 Teach¬ ers. •ojunio^ i M 1 • 0 • d 0 •9H’rc W e5 i ^ i LO d —JO J8qutn_j^ 0 0 000 0 r-- 0 f- d High schools. Pupils. •oonnpuoj -jn oSbMOAY H 0 lO 10 c: o? 0 uo ^ i- c; 1-H 0 0 •pono.i -no aoqnin^ Ci CO 0 Ol 0 0 0 LO d Teach¬ ers. •ojnnio^ © T-i -H 10 Ci (0? 0 •oiUM .-H 01 (M T-( rH rH T-l —JO joquinj^ — < 0 T-H rH r-l r-H tH rH 1-i fh 0 0 CQ a a 2 0 Pupils. •oonnpnoj -jc oSnaoAY cs 1.0 00 10 cooi<^ Ol 01 000 0 -X) d d T-l LO d •popoa -no aoqniujq; ^00 0 rj- 0 Ci CO LO 0 0 Ci d CO tH 0 CO Teachers. •ojetno^ ^ 1 00 cc (M CO i> d d d 0 ?? i 000 0 d rH — ^,;o joquin^j ii i 00 CO ^ CO tH CO Intermediate schools. Pupils. •oonnpnoj -ju oSeaoAY « 77 317 1,000 10 10 00 r- CO 10 CO d d LO •popoa -no aoqnau^ 0 ed — < 0 CO 0 0 CO 0 1--* 10 LO LO 10 Oi Cl 0 d Teachers. •ojnnto^ H 0 d CO 0 CO th CO 0 •oiTjpx s j 0 1 0 0 Cl Cl 0 CO —JO aaquiu^sr ^ 1 0 d CO Cj £- d 0 ^ (?1 •aoqainj«j; iisiiisiimi Table II. — Schools I atistics of cities, ' o o o . o o o o ► O O O . O O O CO c; o CO • L < O -3J C'- • o » x> • . o o o o o *r 1C 2 ' S' ! •uiuuiiniry Id O 1.0 rj’ O CJ^ ^ IQ o o o o o o o 'O O O O 00 1.0 o o •-5 1- o ;a 1'- '3' o o o o O 4-: o o o CO Cl cc e Cl o o CC O O L*5 Cs-r -r ro •UUIUIIXUJ^ CO 1 ?s : O 1 o 000 ‘l 000 ‘1 . . o o • rc CO • o ^ . o ■ o I ■ ‘ ■ ^ I I I Cl , •rauuiiuii^ j ^ 1 C3 1 O o • O O . o • o o • o • I'- o • oi . o • o • o o . ir^ • . . . o . . . i.o . . 1 o qnopuatuijodus joA\ic[cspuuuiY ® i « 1 o o o . o ’rr o o • o O ir5 O . lO Oi • oi 1,200| 4, OOOl 1, 000 lool 9001 400 •TO . o dO • o . 'O • O o c? . o c:* w 1 CO o • 01 •oriuipuadso in:)ox i i C5 & O ^■b= o o o 1-1 Tj. (c -r o o o o o CJ PI 'noo-s- C2-;CC?0I- — -^OOCOl-'^if- C3 irj iji o o o o C5 1-. o 1.0 CO C2 • o o co c; c^i 'rji Cl cf cTcf oc7 -3- oToi Oi o • o c; o ^ OCMt-H QO O— ‘O l-ClO-r-4 o c . 1 Cl T— LO O O * • i"- 1 \ ^ cf ; ; j o . ' 'So I ■ go' •qona.t^ ui spdud jo raquinyr Cl ® o ; O O 1.0 CO — O O O O O 1.0 O 00 c- o' o o Cl -3' O •nBui.i3£) UI sjidud jo jaquinyj; H o O IC Cl LO O Cl o CO O 00 O O O . iO O CO -Cl o • rjT , . o o o o o 00 Cl i jqSuuj qaajf) SI I oxxoxxoxxxxooxx |xxo O X X o •aSofToo ai osjuoo joj guuii'doacl sinapnis jo .loqranjii; •05>8|IOO lOJ. >aTj;B(Ioj:d B:j.nopn:^s jo joquiuj^ CO tH • t-» o . o Total of all schools. Pupils. 1 •aouu -puajjr? o.o'B.iaAY — ‘QOOCJdClOOO • CO .O-hO • •htjitthojc^OOCO'^ . ' 'GOClrr* . 00 o i> o LO ic o ^ , , o 1 Lo 00 1- • TH rH d CO cd r-i • ' rH ■ O . tt C5 rri . o -C . w' GO 1 o" •ponorua jaqtuuyi n 00 f- CO cc *r;4 00 O O O O Ci 1C d Cl O GO CO I.C — * cooc5Cc>ocr){--oroGOcc^diOnuo':c>*o t-Cl^OQiOOiCOO:CCO?>^OOQOl^T-HO Cfr-T d' t-Tth' Cl CO OO 00 — d CO Cl o o 'IC c; CO CO X) 01 r-T od Teachers. • -oiTjaia^ '5'! Cl ^d^COl>Oi-HiOt'-TjHC-OiOGOTjir^rfO i-( d d Cl ^ ^ o d Cl d ^ ^ Cl rH Cl t'- CO -TH — iQ rH r-1 CO Cl M o Tji-Hdio-Hicdi^t^'^ddoi^'v^:) — o tH— -H CC tHi-HtH— * CO CO o -r TH —JO raqmujq ei Vi d dOO^OOOOOCOOi>C50ddl-*rr'dl'- t-HtHCI T-THd^Cl COrHdrHdrHrH O O ^ Cl CO Private schools. Pupils. •aouu -piiajju o.ouraAY vn O O Ci O lO IQ rH Cl d o o . . o . » • LQ • o o . O rji . J i i •panojuo raqranji 50 560 o o d — • O GO CO :o d 00 o o o o O 00 IQ d rH CO IQ O O d o o • o • . o • . LQ • Teach¬ ers. ■aiuuiaj; 49 O d O lO o d Cl CO d rr CO O . -H 1 ■atej^ 1 ^ 1 Tf. IQ CO rH 00 r^ tH r-t 00 Cl o o ■ o o — ^jo raquinj^ UQ O O O CO -rr CO CO CO -H IQ CO 1 TJ1 O ^ 3 CO -M .2 ^ o ! o cO PI . 2 PI 3 o SO' :z *-i ^ s § -c; oOo pT® d P|l|l“Sfg S..-.S dS S0.2 _ §ooSr§i5”^^'p-sSgg5o^^“®®id2-grt3 N o M lO Hi S d dn :/i M H 5 e o a ? i-; 3 ^ •g.o® 2S p s rtii ^ s: •mquinx; Table II. — Sy^hool-slniislks of c'liles, tfc. — Coiiiiifuccl. 544 REPORT OF THE COMMISSIONER OF EDUCATION. Animal salaries of teach¬ ers in jirimary schools. Peinale. •mnnirxcpj; s o • o o o • o o in •m 'rr cc . ir: o r: »in >cc m ^ . O O O 1.0 o o o O CC O TT LO 1.0 lO CO to o OOOOO *0010 • to to to ^ O ' o o o • 00 s to to ' cc • •munnnii^ '3 iO • o • o ci • ^ * o o o o c; w c^ d O CO CO O O O to o o o • O O CO O 1.0 CO ^ CO CO rr to O O O ■ O O LO O L-b TI< O • Lb L.b (N n • n oi _2 15 •ranrarxBj^ • • * ^ • : : : o •intmiiaTj^ 'O • . . . 00 . • ■ • CO • - • • : : : o •;napu3;nu9(Ins JO A.m^tis pnnaY 3 o • o o • o -T . o ^ ' ci . o o • lo in • -r d O O O -H o o o O O O CO o o o CO d O rH OC o o — ^ cf ri -T q{ O O to o o o • o o d o o o • to QU Cl O 00 O • di-rrH"ofd''d’' ; •ojnjipnadxo icjoj. $20, 805 7, 077 22, 013 10, 150 8, 4M 9, 021 23, 075 cir-i^r-'^ — ooo ClQOf-OClLOCQC-O CCG0^'^:CrHOC0s 00 00 o • o . • o o c o O d o rH Cl o o •imni-iax) ni s^ulud jo aaquinjq - ® o o o O • » lO O CO d t . OQ lO • • d 1 * o o O O to o o to d j jqSmj; qo9J£) sj 1 1 XOO X xo xo o X o X ! o o o o X O X X X o o i jqSm?j tnj^T; sj ffi xooxxxxx oxxxxxooxo X X X X X o o •oSaqoo ni esanoo o^jnaios joj Suuudajd sjuapnjs jo aoqran^ Tj k^5 ^ o d • • rH • o o . o to . o O rH •oSoqoD aoj SniaBdajd sjaapn^s jo aaqranjq ! o o o i t- o 00 00 O CO . O O d o o CO ■ d O O Total of all schools. ro •oan'C -puajac oSbjoay o 1 cn o Cl o rr o O iO lO c cr c ir • ? ! ^ *5 5 1’ . CN ^ ; o . o CO • to HT • o o o 00 cT 1, 128 845 o CO •paqoana aaqnia^ t'5 k-'J O 1.0 O J> l-H r- of cc to Cl Cl Ci o TT t- Cl Cl 1 ^ . O 00 1 . O to 1 lO • d 00 rH*' ! Cl . Cl rH • d . CO t- Cl CO CO Cl HT d rr o d CO Teachers. •a^cniox L'S tH o o d CO . i- o rH d • lO rH . . to •: lO CO o dd to •aiBK w k-'?! 00 Cl -■ to d ; CO O . • d o to i> — ^,jo aaqmnjq i ^ k,'? C: CO Cl Cl J> CO rH d Cl d- CO • LO rH d ; TT rH rH r- o CO d • ^ to rH to Private schools. CC •aauB -pnaE'B oS^aaAY H O Cl o CO lO • o o lO 00 O . CJ o rH rH . rt^ d Cl . o o • o 00 . d lO d o O CO d rH •paxio.ina aaquinj^ ® k« O lO rj< lO t- ^ o o O- O' d • o o d rrt • r-* o » CO rH LO . rH d • Tf d * in lO Cl Cl to O CO rH S 2 o o •axemax Cl 'O' - ^ ^ ; 2 : : °° rH Cl CO •ax^iK GO O rH o o 00 O O ; r-1 -H 1 ; ^ CO CO d —JO jaqninj^ Cl CO Cl 1-H CO rH rH | HI? lO rH CO ■ Cl Cl Tf. cc to o . a • . . :§::::: • o . Sis ^ ^ a fe o o oo a rr.bO !i| & ^ S o o o § d rt o o a OO o (3 ' ra ' o O '^OO 'Scs - oar-'O . . ■Hr-' 3 ^O) o ... §5 g a g^J ti-aB a ^ ►'f' ® a" Pi P^ r-l ,at^ fcco big D a ^-cf SB o.St> gBai— ''^a^aaSoSaS'S -5§aoS'«t^SBo§ B A '^B S ^ ® 'a , ^ rt o ja o lT i. ■' .y L c • .• ■; O a '73 a ts a; a a c;o^cicO'?t■ isisiisiSi iSSgl 2S“-'S3®^‘S2 :S5g5 liMWi liliSi '' of 2" t no, 398 30, 000 73, 437 isSiPliiip :S'»‘»?3SS'4'S? iilssiiii i i ;”a3Sf??S23 : ; liiliislii isill ipg iii iiiieg ^SS :2S 5i§ nr^n in iris' ii' ilii i° ii is isl°i ii°°i”ii ! ! I ?::::: :§|® ^ : : : : : : s o • o ;000 .gOOrfC • -O .OOOOO -O . . • .(MO . . .oooooc = : : : :2 : IP rM 1 • : : § : :g :g ? : X O X ', O 1 o o X X O o c > loxooxxxx lo ', O XOXOOO X XO XO X > < ;xxxxxxxx lo xxxxxo xxxxxxxx: xxxxxx Ixxxxx : . o o o . o o o o 1 .iOO • •Oi-HtHO -o ^ ■ . -.S' O O CM ■ C- C» O .o • : : : : ; ■ CO O • GO • OKO .«(MOrt '-I ; g CM ; 1 1 1 O ; | iTi d i° i i is" i i’ ^ : : r «CSO ;0(M0r-l -CM ; r-i ; (OUO 1 T-H O -CO 1 1 CM 1 ; ;rHOOOg-H . . I— t ■ • |0 |C> J(Mr-l ir-lCMi-PCO ’COO— 1 -(OJ.-. • TP (» ; th o 1 (?» o o Aurora, III . 1 Bellevillo, III . P.lnrmiiiiii'ton. Ill . iii illsllills isSs's^Sgj^ U=i Lilllilllllllfl iJ"JS3 i ^Sg iii 2pT:ca!a:?^r^<1 r;*-! I aa 35 E Table II. — ScltooJ-slaiistics of tilies, — Continued. 546 REPORT OF THE COMMISSIONER OF EDUCATION. •TunraixBjx; •luuniiaij^ OOOIOOOC^O o o L-T cr. o ir: cc o o o o o o O '.O o o ^ oooo^»<^ooopoooooooo iOCO O'O CO O O uO o • .0000 r-^ • • C: O O Ci . vg- ‘.V 01 TJ1 ^ CO • ^ CO 00000 O O O J> CO ^ ^ (M •ratimixyi^ •nimntnii\[ (^tiapuainuediis jo Ajb];t?s {cnnu y O Ql LO oi of — tS t-T ci o 00 0000 0000 01 00 00 — ' T-. Ci •ojn:^ipu9(Ixo itj^ox O LO O CO o of o' m LO O TT C< OI O O O O i-- — LO 1.0 CO LO O CM •C’ LO OJ O^ O I - ^00 uo irf of Lo" cT of •aiaoonx it?^ox I CO i> 1.0 ^ O CO ro 01 O 10 -H 30 LO ^ O O CO rH O TH ?0 jtimu.ip ni sitdud JO .laqnui];^ ^ •qoaa.ij ni siidud jo joqcnnx CO o •ncuuo-o nr. siidiid jo joqain^ jqSu'Bj "qaaif) sq i jqSn'B; nij-BT; ej •oSoqoo ni osjuoo oqiJaoTOS .toj SaiaBd9jd'sja9pii:^s jo aoqtiiuj^ 00 -CO ■ 1-0 •gSoqoo aoj Saii'Bdajd sjaopiije jo jgquinjq O CO OJ IJ" 10 -pnOJJB 9SBJ9AY •penojno jgqninqq •9[Bia9J •9I0K -JO .loqransq •oonB -pugjjB oSbjoay •pojjojao joqraajq •oicmoj •OPK -JO jgqtnnjq OO ” ■c d ^ C*~lr:3 r- C a . ,^ :c»'S cc o Ot^ fc- M ■ S , W ^ 03r ^ ^ n-TiS I— i W ® o‘ '.2 ^ --2 o a^aao-giSp”' C3 2 O' a3 P* -£ t>-fe ;p o' g c o rt P«^ ° gnO 5 o P W g P -P ” p 2 p'^ p 3 £ P;=--^Og grP o o S 8 rt s P P-p P-P ©r— ,© Sfipg > Pal S'®^ P PiarPo-iPOS d>oSd8P^McSc5ci 3 k2 ® ® M o P£5 p£; Pq o o 3 h, 3 Hi Hi ^ 3 ;2i Og 3 M ^ cc H ^ 5 P M ^ Q 'joqmnx ' (M OJ cr? CO CO CO CO CO STATISTICAL TABLES. 547 -iS- iS is-i- ii I iSii iliilliPlP 55 500 405 aOO 500 «40 450 40 495 11 if iPiiiii i :2? : • QlQl • I ii ii ii ;S iii 1 i :i il ii ii i s i I I i rH- : 11 ^“-r ii ir-r r-H' : iiilii iiilii 1 rH ^ 1— 1 1— 1 T— i S' ii :.-r I : T-r : ill i lZ~ : iiii 0 • sg i-iiSi ill ill ;i « s sgfs's S S ® §"51 -r«5-i-~torH'oo' iiiiiiilSSil i ?;sf?3 = S'-'gS"33 : iSiiiiii TO 0 0 0 0 0 Iff O" IfiiS sjfp'sf » r-r iiiiisiiiKiissiiSii to" gf m" ci to" 10" lo" 0" ,-r gf (m" 0" 0" m" of 'S*" rH ;0 -2 Sii : 0 .0 .OM . .00 I ! lo M I 1 0 . .0 . . 0 10 0 0 TT* . OfNOO 00 0 0 • 5J® : ® :® :S2S?2'=S? : s 000 100 0 0 42 4 45 68 0 100 14 60 j.OOO|TO ; 3g ; 1 0 ° :2§ : : 0 0X00 XXOOX iCJOOXO X 0 0 X 0 X 0 X X 0 xxooxxxx X X X X X X X X X X X X xxxxxxxxxxx X 0 X X X X X X X 0 xxooxxxx X X X X X X X 2 • ■rr' • (7* inciic, lO 0 .00 . M . 0 0 ■ M ■ !M • *0 00 0 QOO 0 0 10 2 0 7-nrt0 ^Ci-T CO 2 OJHO GO § Oi 2 2 «Sg5?*22 2 00 g? I 1 135 300 300 300 s 2 I 2 : § 1 i I 165 375 450 456 13, 779 50 500 63 § \S'aS?i <71 GO 1 <7? (M 2 0 MMTOt- 1-H Cl CO tH 1 ,-H TO t-H Cl 0 M 0 Cl TT tHOO 0 • 0 0 0 0 n MOO OTJ. 000^ Cl 0 0 (N 0 0 r3< CJ 0 1- tU Tf « 1— ( 0 (M tH M ,-H 0 H \ 5 U i i COCOCO'^COCOddCO’^CO •ranraitnpj; © © 0 0 rH 0 CO Cl CM 00 0 0 0 • UO 0 CO 0 C5 0 l.o 1 r-^ X i> ^ CO r-4 d • d d t-h Or?» 0 0 GO ^ 10 d cf cT.-f CO '■.0 -H r-i>dr^ t-" x'* d** cf CO*' ^ ^CO^r-lrHrHr} CO o'er CO X CO 0 0 LO t- CO LO" d'* - CO rH 1 d T XLOCOCiCiCiClCOO XdXd-Hrt.CiTHO rrcOCOLOCOi>'^^-*X ^ cT ^ CO** d? Lo'' LO lo'* 0 CO d rH rH CO -H rH 'oraoom iTJjox © 00^00^— 'Loooiouo— <:o 0 lO m 0 T-H T}< CO 0 ^ LO 0 t^dLOCOrHOT-naOTf’LOtCd cd Ci CO lO d CO GO (M 0 CO 0 dCOtH 0 CO rH T-l T-tT-l t^rHrHCOLOCiCiCi'^O'^THOOO X— icooorHOr}<:oxp-dr-oio CiCOr^t^t^COt^rHrj 0 CO CO d Ci . r- X 0—1 * CO'^ CO X « CO LO d CO CO CO 454 3, 812 i 2, 03G •paqoaua jaquinjq ea 0 d Cl d”* 0 CO CO 0 ^ 0 Tti rti I- 0— 1 CO Ci CO X CO d" 0 d Ci 0 CO CO Ci Ci CO 1- 0 X x"* *0 0 d'' Ci CO CO X rH co^cf 2 —JO aaqranjq j Vi CO ci Ci lO d rH 0 CO d d d d »o d X CO 0 LO d X d rH J— X Ci d rH CO CO Private schools. oj ■p^ a P •aauB -pnajju aSujaAY 0 10 t » • X LO 1 ( < rH 01 0 iO CO d X d rH CO d •paqoaaa aaqnmjq © ea 0 CO • • 0 0 0 » • CO d CO CO • 1 LO • 0 LO 0 CO TH Ci d a 2 p 0 •apjniax § 1 • ' CO d d X d rH CO rH ■QlV-pi X) d . . .00 d 0 000 —JO jaqcanjq t% 0 0 0 CO d d 0 0 Ci 0 CO rH 0 rH d rH a : ; , ai : : cV^'3 2 ^ 2 3 s ^ I g I a S d- a I S a X “ -3 "-C =3 <3 7:1 P OJ GO I a all ^■3'g 2I s s f 0 ^ a|«p4;^ ^"£3 f3 ^ §'S3 o a f3 c33.a a a ^ o ooc-ac3^waa'i-'+=n^OM^c3c3.ajaa3;:saaocSa-rt i.q P4 p^ H pq 00000 ' o o o o o I m m o I m m c?i I o o o o • coc^mrHCOcoco'^comco’ i'lt^ooooooom i'OO'TOTTlJ^OOO^ 'C'l'TCMcoc^iromroco o o o o o o m o '«r CO CO r: c< t o oo • o o o . m CO o ooooooooo ooooooooo (3oooooirocomTt« \OiO^<7iOlr^ y o o — « moo moo aScoco 00 o o (M CO m TT 00 CO CO o' o o o o m ' I O O CO ' -^co 00 • . tH r-t 00 O CO •ooooomoooj o o oi m ^ m o o o o o o m ^ m" cT co" m" i> (7f O CO o ot oi m co" co“ ^ ^ o o no Cl (^t m o o c? CO riCOOQOOf- m m r- m o CO O CO OJ o rt m m t- o iO aS tr^ 00 00 00 CO o o ' >oooooioor-^oo :o ;» LT if^ m o m (c? CO <(?^oco».oom'^mT-(Tfoocoao r cT no' m ^ m** m*' co" o' o' m" m" oo*' c^*' t-" oo" o'* CO m m o o^ (O ( o o ^ < CO cw m i.o CO ' CM t- r' “ ■ o m o o ^ (M > i i> CO O (M *00 • ^CO • 1 m" t-" o' i ; i i 4,423 953 o d o m . m • ci 05 O O Hf t 1 rH Cl O m rH « • rH d" co" j I m 00 o o CO Cl ^ O O CO o o CM r-» Cl coi^(Mmomoocoocoocx)coomo CO i-i rH iH CO r-t (M CO m GO CO m tH o om'^mmor-'mco d rH d rH rH om'7^oood'^rH(3o CO d d CD rH rH rH d O O o o o O CO o o o 1-H m OOOOO .ooo • O o o • • CM r-l o o m d o O • m o o o ooomoocot^o CO rH CO CO O rH Cl xxxoxxxxxxxxxxxxxxxxxxxxxxxxxxoxxxxxxxxxxx xxxxooxxo xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxx X llo mo ' o • o . o o o o mCOOOrH . tH o (M '(MOO (M • • i-( • o o . o rHOCDmOOOO'^d rH CO • (^OdO >CMI>'^CMOmO’«!J< mco'^(MTHOcomcomcc)mcimi-H *0 00 m CM OO GO • (M m*' t-T r-T » 3, 068 1,614 2, 233 316 1,015 1,511 661 -4 GO 1— < CO 4, 564 2, 460 231 I . 00 m m -H o m d d t-* o CO m o CD CD CO ''5' O GO r- -7^ Ci t- m (X) o (o m 1.0 Cl o CD 'O ^ <0 CO 00 GO 00 d 05 C5 (C5 i.O OD CO CO 00 CO 00 t- m 6, 603 1, 486 2, 347 1, 108 705 495 1,380 3, 710 2, no 2, 773 432 1, 393 2, 106 780 th m I-- ^ O CO CO O (30 GO 00 3, 767 278 1 . 1,756 _ 2, 100 7,728 2, 024 2, 138 1,518 3, 325 CO CO m • d r-( (M tH 1-1 « cocoi^i^r- ^ ^ O T-l rH CM CO (M O C5 T-I CO m rH d ^Tj^ocoomr- Cl iH r-H T-l t-H t-H tH m CO Cl GO CO r-t rH tH • f>. ^ o ^ GO C5 CO O Cl Cl 1-i CO d r-- ^ -H 'O' d d d CO 31 11 CO m ^ TH rH d d ''T 54 7 GO CO 00 rH -H m p-f CO CO CO rH d CO • • O CO 00 • • » CM rH 650 O C5 O 00 • m m o T-t • CO * m m m *0 » o — CO 00 • CO • (M CO • • 260 35 233 _ 120 16 o C5 rH 104 . m o o o 00 o t- m o o C5 o 00 CO d d . t m o o • • Cl m CM 800 0^00 • t-* CO O (M • O t i-T • ooo • m m m m -5^ o . CO Cl (M CO tH • 1-1 OOO . • CO • • CO d • • 1 ■ 150 rH O O Cl o d rH d C5 » CO i 100 1,000 4,50 350 135 300 • ‘ O CO i-( CM T-H 1-1 • 3’^'^ |,-,C0rH Tt< d C'* • • Cl 1-1 • « m 1 rH rH CO m j rH O Cl t'- rH CO d • • T-t o o O rl O O 1 CJ 1-H O ; O rH O d o d • • Cl ; O T-H CO rH . CO C5 TJ« rH d d O O tH (Tl r-l C T-l T-H Cl rH O 00 CM CO O rH r-4 T-H o d o o o d Tji O 0 1 1 14 o o O Cl CD CD CO d CO J : : : j : : : i : ® ! I I 2 5^::: ro GQ ci * rr. } 1 a , cr c; i : : : : : : 1 : : : :r5 : co-^mot-cooor-i(Mco'^mot^npoo»-'(r»cor?'moi-oooo»-i(Mcor*<».oor-ooooi-^C'Jco'^moi^oociO-^^icO' ^ ^ ^ o? o? o< oi (M CM CM c? (f> oj CO CO CO CO CO CO o> CO CO CO TJ1 tt -rr -rr^ Tj' Tf rr* T?< m m m ».o 1.0 m m i.o m m o o o o o C« Cl (?« Cl (M CM o' vO" of i'-" rH rH rr d 71 CO 14, 318 14, 47G 8, 980 21,894 9, 825 13, 930 ■gniooni ik|ox © CO Cl r;;; — C: Cr. CO O 3 30 Lo cc r- {- GO GC liO d rH GO ^o-tLOGO^oi-0 0oow:— 1 00 c:i o * o c; — • T'j CJ 1-' o i'. — ( o Cl M o Oc'5-.OOrt»CJO— Cil-CCTt-OOCll-^aOOOCCCS -- CO g; cc i> o o — o CO co'io o ^crc od'.-i r?f ThOOCOrH tHCO CIt-I— I Oi(OiO cai-ir-< •SuiAi.'Bjp ni spciud JO jaqninjq © O CO o o o o d ^ o o O i- lO CO CO d"" of O o . C5 ^ o • o CO • o o d o O »7 Tji o O ■ O o 00 . LO O 71 • rH o o CO •qona.ix ui S{T(Iad JO .laqnmj^ j o d . • lO ,-H • < • ■ . 71 O CO c; o o o CO 71 ^ -CO O C5 . ■ •a'GOT.io^) m s|idnd JO .laqninj^ © o d • UO 30 rH • lO . lO t - LO 1-I000c?5i-H00'^'0 d rH — 1-H CO i> O . 1 o lO d 1 jqSiiej qaa.iQ sj © © X X X X X O X X X xxo xoxxoxxx ;xxo ^.jqSuBj lujTjq sj S X x X X X O X X X 1 X X X X 1 ^ •aSonoo ax gsjixoo optjuajos joj X O CO d 71 • lO • o d • OOOO 'OW . i ■ 'i-ilO SuiJBdaxd ejaapxijs jo aaqraix^ ' o GC ■q’ o r- 1 •Aoquuix oot~ooc:iOT-H(T}co-tii.oof-aooc:>T-i(Mro-^!."5oi^aocjo. cocooooi^i^t'-c^t^t'-t'i^^-i'-coooQoaoaDooajcoooooc^ocs STATISTICAL TABLES. 551 isSsi ii=ii iiiiiiii ill : rH » • i iSiilSI ; rH- ill Fii 1 :isl ii°ii iiiiiiiilii : ii§i^iiSsii8iii= i i : i ii : iSi : ii i iiiiiiii i i i i i iS i i®i ii : : : ii il; iii . . : its ; ii i i ii ii i i i i : : : i :i : ii : i§ i i i : irH- : 2, 500| 1,100 1, 500 1,000 500 Isiii ii ii t-Tcm' Jcn iiii ill i : of ; i i i iiii i : : : : : ii i JrH- : ill i iS ; ; ; 5 ii iiii ■" OO ■ (M* (Of ii i (Ofrr- : iggig iiiis S5ssa ^ jf3' 2' 2 o" ” S" ” rTfsIsIfUsIfllll ii iiiislil i^'|^‘SS33 1=1 iS §-‘3 ;S glisS ': = S iiiSiisiiiiiiisisiiiiiisiiiiiiigisiiii S g ^ ^ § g" “ 2 ® g[ S' ii ii n S S' 3 B £ 3 3“ lliis rH- tH- i° i i i Ii ii :,h iiii i is- -S i i'*' ^ : islis® : JrH-rH-OO- iSi ill iSJ i® i o" :® ;§ > • ro ■ OOCJ . UT O • ■ lO ■ 00 • :'^SS : :®® : :• . o ■ o o . . c :®®3®®® S'5S2 : ii i i i iia ,-r rH- : ■ . I *00 • o ■ o i®S .|5 i|S :|= = ==a irH- X O O X o X C O O X OXXOOXXX ; ;xoc DO ; X O X X X I o o ; o o ; o c 5XXXXOXOXO X X X X X X X O X X oxxxxxxxxxxoc DX IXXXXXXXX ; o X i o c DXXXXXXOXX o .O • . o o . ■ . .o ; . .(M .o : ® . O O . O c; D • lO o o ■ • sO O ■ • '?' • 00 ■ c . : :3 . O . 00 O (X) O 00 : ® • o o ■ o . O £r ■ CX3 O 2, 216 494 044 750 797 Ii ill ii ii (M- : iiiii i ■ i i cfo : : : : i i ill ii5i i : : :_rr4' : iis iis oo-(?f : c i iii il o' : -r :-r i iii t • tH iisii Cf T-r ii ill IsiilSii : is i : : iissiil ; : :,^^nor4' :- :S; > T-4 CO O • QiC r-coio' |r-r. 3 iii ii 0- I'rH-rH- J 00- i iii i i’^' coooiqo : : :5 iSSr: 2 :?o^ : ;33 (MO ; CO O : : j j • 1 |OOrHOCO(M(M.;Tf > rH l- (05 • (M t H :33 : ^ T-J O ^ O ' LO dco J rS ,-H aS22225| j jfi ; : : iSSS ? i§ i i i ‘ 1 O :i :si si i :-ls iiii ■ s i ■ i i : : :« « : III iis rH- : r i :§- ii -r : : i i°2 Ii:;: ii : = S ill i iS i : : : : : hh- •III iii (M- 1 T I isi ii -T : : rH- i.i-l : ^^33 i"”2 iiii 1 1 ■ rH CC t-H rH . C ^ :§J : eort : : : 1 1 th ci 00 CC5 : : : : ; ; ;rHO-HrH O ; C SOQOtr .rHC » ; (M rH • TJ. : o o< o o o O C» 1 CM 1- TT CO no o (M (M f 0^ • ;n0 ; J 1 1 rH CO j -H O t-H I r- H -o 2 ^ ' " i" i i i ; ; 1 9 “c t-0 : ^ ih '1^1 :«i 'Ho : '1-3 : cSoiSsi I I I 1 ; ^ : i^ : i. go|.2VS^ -PI : i^ i wiS I8M 2 o;f:3 Table ll.—SchoolslatisUcs of ciUes, tfc. — Coutiuncd. 552 REPORT OF THE COMMISSIO^s^ER OF EDUCATIOJT. ^ rj II 'c ic 1 b rB S 'S-? ^ Pi 2 P ^ " Fciiialo. •raninxxx3i^ © O O LO OOOOOOOOJOLOO .oooo LO-OOOOOJOOt^f^LO lOOOX ^roLoox-TC^^'5'coLO •'^Loco’^ o o o CO OJ o CO ^ CO O O O t O O O 1 LO LO O 1 •uinrainTi^x © © LO O O O O O O lO O O lO O O LO O CO o o o O LO O O O O? O LO O LO — o o o LO?ococ^'^TrcocMCorocoLor^coc^c<"?r . o o . »o • ^ 01 o o o » O LO Ol » rl 1 6 'S •rantniSBj^ CC o o i i i- •nmminiK N © . . . o I j IS= •jiiapnajuiaadns jo Ajux^s x^nnuY © o OOOOOO *0 .OOO OOOOOO 'O 'wOO LO X 0-0 • LO • o LO — T r^Cit^-HTr'TrLO-^’T;o ci'O'??'C0Ci'G0 0i:di> o T-- o*lo X o O i'- Oi o o c: T-t ' ojf CO o’ id 1-1 »- CO Oi •araooai xuxox 1 OD OD 00-0? 00— iaC000DC:£-Q0OOC0i0n^d^0?-^00OO»0G0i>-t--L0 i-^r'.ooc^cc-H'r'^di'wdjLO'T^—'Or^ciLor^QOcdOi'-Trt-f^rT* LO lo r- GO Ci '’C — o lo o o LO i> ^ c*:) *o ^ i'- — < c: *o CO 00 LO cd CO od c; xT -?- cd' i> 0^ c^ co' 0? Oi cd o o’o co — co"co*:frHT^Trj-o — LO CO OD lO a r^ r— T-i(J^T-Hi— — < on CO •SmA\.i3jp ni sxtdnd jo jaqinnj^ 900 18, 000 31, 479 0 50 28 1,400 0 1-27 lool 570; 40o; (iO oooo rH O '??' O LO o ^ oe o •qoa9j^ ui eiidud jo jaqmuxi SI © OlCOOf-O .COOOLTO t-l Cl . rl o (M O Tji o o oog^o •nBauo£) u; exidnd jo aaqramjq H Oi f- O o o .coooo rl (01 O O 1 o o (M CO oooo 0 0 1.0 0 o 1 aqSimj q9a.iD © o o xxxoxxxxxxox ; X O O X X o 0 0X0 X jqSu'Bj nixuT; sq © L'S o xxxoxoxxxxox X X X O X X o 0 0X0 •aSaixoo ni asjnoo opijuaios joj SaiaBdajd'sjaaxinjs jo jaquiujq CIO L-S • COOOOrHLOOOO O rH O O o o • • •aSaXXOO joj ' .Sai.xBd9jd sjuapajs jo jaqtnnj^ m • C^OCOOXOrsO'^'^O’^O x-l rH C0( oi oooo o o . * 9Sb,i9ay •paiiojua jaquinx; C3 CO t- 00 -J- o eg lO oi o •9X13019^ •9IBK —JO jeqoinj^ O •cl’ O 00 •99013 -puajjo 9SB.I9AY lO cc o r-l O O CZ CO •p9XX0J[ti9 aaqranj^ •9X13 ca 9^ •9I13K — ;X0 aaqninxq C5 O O O O LO ® O CO ^ •Sl :i-5 ■N : tx br> c30;-«^c^.-^dc3c3c30'^-^0=iO0r^;^f.^,c«PF^p:3rt00 d — ^ dc3'dc30-:r-j-'-'' p^- ;::; H ?q p; ip P O O O Q Ph P=< ^ O O O O p K =i3 ;=i o •joqinu^si; i-rooi>ooc^o»-'0tro'^jo?di-^ooooi-^c'.i'r5rtiioof^ooc50 ‘ •r ^ i.'i >o irs lo !.'•: LO LO o o ^ o o o o cc o o io ^rsccc^roro^DCQCoccroccccroco co:ococor2coco:cc^cocQ STATISTICAL TABLES. 553 Tabi.e II. — ScJiool-statistics of cities, cfc. — Continued. 554 REPORT OF THE COMMISSIONER OF EDUCATION. Annual salaries of teach¬ ers in i)riuiary schools. d ■cS g S •ranniixBi\[ | ^ m .OOOOOOOOOOOOO ci • o o o o o o o m o o o ^ •cc'^o ^ 1 O O O =5 '.'5 c o . o . o O O u-r 3 d !0 d • -S' ■ O CO . .eo •ranmiaij^x 69 OOOOOOOOOOOOOLOOOO o o o ir: o TT CO o o o o o o o GO o co'TCicoro co^co'^coco'^Tro:-: O O . LO O lO — O lO o LOO .r"arH— (dOt’O’ciMOTt J^Oj Satjcdoid gjTiopnxs jo jgqran]^ OifC^O-^OOO '<71 • T— 1 1 • ■ CD (M o > • Total of all schools. m •OOUB -paejjB oSbjoay © kt) .459 1, 014 1, 576 589 2, 117 1,501 ID i> ID 2, 095 893 541 ; 448 .1, 103 •paixojna jaqmnyx B5 kt) 712 1,211 725 OC^OOi.Ot^ GO CC> CO O O CO CO CO GO O TP CO rH" cf of of 00 CO go" 00 gl d" 1,957 2, 400 1,416 601 560 1,688 Teachers. •9IBni9^ k?) CO C5 . rH rH < 1 C4 LO TP CO 00 TP Oi CO rH CO CO CO Ci Ol o CO CO O (M CD OOOO • CO rH rH rH rH • •9IBH M kS o • CO CO Oi O UO CO CO 00 ID rH lO Tfi d rH -xj* • —JO joqmnjq; k? M O • t- TP OJ 1- O * CO -H OI CO 0< 00 Oi CO CD ID rH . d rH O O O O LO O to TP CO O 00 O Oi CO iO 0^ i2 CO o • s o o ID O O t- O ID O • LD O CD • Teach¬ ers. •axBinoj; 49 . CO ; CO d lO o o CM CM rH CD O CO • •9XBH 48 . rH J d o 1-H eo d o 00 CM 00 d rHOO ; —JO aaqmnx^ 4> O CO rH • CO CO lo m Tp t- CM CD O rH tP CO • Names of cities or towns and States. H c c c !z c > . c 1 2 ■■ & ) £ New Philadelphia, Ohio Norwalk, Ohio . Painesville, Ohio . Pinna, Oh in Pomeroy, Ohio . Portsmouth, Ohio . Salem, Ohio . Sandusky, Ohio . Springfield, Ohio . Steubenville, Ohio . Tiffin niiin Toledo, Ohio . Prhmin, Ohio j_c 5C ;S .= ) i c ) -■c 5.2 ) z Youngstown, Ohio . Zfl.uosvillfi Oin’n •Portland, Oreg . Alle.TitowTi Pa. _ _ Altoona, Pa . AablflTifl Pn, C! p- 1 C I h II Bristol, Pa . Carbondale, Pa . Carlisle, Pa . •jaqranx 13, 5181 STATISTICAL TABLES. 555 OO •OOOOOOO.OOgOOOO'OggOOO 1-“ s . itT; l.O »iri GIj w J ^ '* ^ ^ i/-, m . * I o o o . o o I o o o * Iio CO CO • CM oooooooo § S O O lO >0 4-0 CD ^ S ^ CO (M CO CO (M 10000 1.0 00000 riooor "olTo^^^g; £h ^ § o ^ o o c OOOOOOtOOOOOOOO ^OOOIOOJriOOOClO^O COCOCOCOCMCO CM’^COCO’^CM’^ o o o o o o O CM o o o (M O CO o ooooooo .OOOOO OOOOOOO .OOOOO .OOQOOrH ^ . OO lO O T ■ CO 00 Ol ' in* o' oT of I — t^^ooo»no — CO CO o o CO i:^*-<(X)OmOCJOCO^CO^OCM SSoo^i^omiococMOicooiM 7 ^ 76 \ I i:- CO (M'.^cxjcooioi^o *90000^ ;^^Q5-^ZI^Sl^criC'^oooG:ococooooo< :;-CO ro-o 'O O Qdo ; 00:0^- of O •; O 'O 5; g O g ^ ^ O r- 5 « O. - O O ; S ^ o cn 000 O 10 o 00-“ o o o'ln o'* t- O O rH 1 . o o . o o • O CO o m § Q ' O lO 1 o ^ . o l^ i 00000^ o XOO X X XOO XOOO XXXXXXXXXXXXX-. :ph tl ! a III 05 ci 05 n o 000 CM O O O o 1 OOOOO O 00 O O CO ^ J CO O CO O O o ^ O r-» iro (M XOXXOOOX ,OXOX ; ; X o 0000 • « O O o X o X ; ; X X X xxxxoxox ;oxxxxxx O X X X X X X ^ ■ ■ 03 - :Ph' ;cJ cf^ 03 r2& 0 0 CO 0 .00 • ■ ■ • 0 • » . 0 i 0 LO 0 • .(MOO ^ . :o .' • OO . 3 . 1 1 12, 3 6 00 • t' i> 0 0 * CM CO • 10 • I . 0 . 0 0 rP TP TP TP 0 0 0 0 l> ^ IQ ^ ; . 0 ' * * • ^ . . (M (M , , . LO LO • f 0 • ■ 1 0 • f 1 0 • 1 i • , .T}< ■Q0(?>ir3CDC50<'^ • • • . 1 1— , (x> in ^ ^ CD to tr- ■ ■ • . iCO .OOC»CC->3'OC5 • • • r*- 0 lO . lO oi I 000 . CO CO • t- CM LO . LO 0 1- ; of LO** 1 cf ; Cl ^ Cl . • * 0—^0 I • rH . CO 0 t- • 'CM • rH*' ; . ^ . 1 • ' 2 ;z! 1 r}< 1 • ■ 1 LO 05 I pH I I I ; cf . . . 0 ^ I . . 0 Tp I I . r-T 1, 000 . 700 1,100 . 4, 578 . 1, 315 1, 387 . 1,594 1, 532 945 1, 337 884 690 1,336 . 0 • 0 • CM '“COO . CO 0 • .0 CO XI ■ X 0 t- • 0 X . (O OJ X 1 of o' ■ V --r ; r- X LO 05 X rfl . 01 0 X 05 O'! 0 • 0 tr r-T i-T ■ rj' 1 . CO lO . ?0 rH m , ^ ^ ^ . Cl CO CM . M l-H Cl . « cc c; CO f 0 n cx) 0 C5 • , ^ ,-1 (JJ CM rH c» tH CM J i GO . rH 0 CO 0 . to 0 O' ■ TJ- 0 ; 000000 • 0 •'3' 0 lO LO rr • 10 (M rH 0 ; ; 0 1 0 CO . LO 0 LO ■ . . Tp rH . Cn • jg'gS • rH m rH • m LO *1^ • t- • CO (M 0 • CO ' i ; 1 ^ : I • 10 0 TP • — 0 (M CO t- 0 CO r-^ 0 rH rH (M m ; X tH (M ; TJ< CM t- LO X 0 ^LOXrH I ci • •■••■:!!: «3 * ;■ ! . . . ■ ■ : \ \ : 'fi ; : I 1 1 '• I cf ! '• c3 '• I • i PI : ::::§::§: ■. iM ! ® "H J i : i ; : :m ; a g o : : ■+= • "1^-02 Vh § 2 ^ S « ^ Q o W H a a h:) h:) S ^ s !2; ^ Ph 1^1 a: 05 «2 0^2 H ®'P5 5H o'O^H 0 2^^ Ef5^r.:-'5-SP^| §|| > g ||J . HCMCO'^iOOl^OOOO^^ ooocogocox)gooo:2^'^'^ O -• 01 CO ^ CS CO O o O C5 O 00 "^00 TP ^ Table II. — School-statistics of cities, c^'c. — Continued. 556 REPORT OF THE COMMISSIONER OF EDUCATION. Annual salarios oi’tcach- ei's in primary schools. Fcinalc. •ranuipxBi^r © • COOOOOOOOOO'S'OCOOOOOOOTfo • o m Cl o o • CO o d e ^ •uinuipuij^ © ■ 2 2 I Cl ^ . O O 1.0 o . o . • o CO vd CO '3 . o • ' r-i ^ CO 'CO • • 1 1 o CO CO OOOlOOOOO TH O O — LO LO »0 01 CO LO CO d CO CO d o d o o CO Male. •uinnipxBi^ 3D © . . o o o o • • LO Cl O o • • cn e Cl o O O LO o o C- LO — < o o TT CO 009 1 o • • ■ < 1 LO I • 1 • 1 CO 1 I i 1 •umnituppj; © • • o . o o ■ • LO • LO O • ‘CO • r-J o ; . o o . o o CO CO • O LO ^ r: « CO CO ()09 • O i « * * I CO I I I I o •(^nopiie^maodus jo lenanY. 99 • o »o . o o c • O rs . O IC 1' 1 uo Cl • rj' 05 r • • O o O O *00 o o o o • o o CO o CO m » o d cf t-H t t-H ^ oooooooo LOOOOOOOO T-i rH o TT X d CO X . o o . o o • O rH : o .5 '9jn;Tpn9(Ix9 in:^ox © O O i'* lO Ci ^ LO O O lO CO oo^c5criccr-*c:cioojr-- ooio — coi-*:r5rt» — — 1 o of oo" j> o od" W-: CO rH o CO d o i-* X CO LO o CO Cl LO m 'O * t-'LOt— ClCOTPO^COOCOCOrH • CO TT X d d t- TT C5 X LO d LO • x‘ X o’ C5 00 X O c: LO 00 • rHlOrHi-H i>C0C0-H • d 1 'oraooni iT3!Jox © ociocO'!ro5tocoooao O CO Cl C5 Cl -H 0> d O O CO ■^ClO^ClQOCOr--OOOC- — ' »0 ci 00 Cl CO C5 Tf r-l ^ci o. 'O Ol CO LO C5 c: — CO >o i-- CO — Tj< d LO CO ^ CO lO CO C7 Ol d Cl TJ< -H X xo 05 X d CO CO C5 CO X LO CO CO x'' 05 CO X C5 x'' CO LO CO LO^ C5 CO ^ CO T-i rH CCTt4T:-i> •Soi.v'Bjp up spidnd jo joquinj^ © Ol o o rH lO o O O O . 1 fO d LO O • O O O • LO C5 d * o o •qou9J^ up eppdnd jo a:9qnin^ © 9 14 0 o i®®” : : : O SO o o o •uunii9£) up sppdnd jo J9qnin^ © o o o :°°S i ; i o o O CO o o o o o 1— TJI X O d 000 ‘f 001 o LO i ipqSnni 5[99J0 sp © © X X o O O X O O X X 1 oxxoooxxoxoxx i, ^qSuB^ up!pB'i ep © e?) X X o OXXXXXX ;xx oxxxxxxxoxxxx •0.o9ppoo up 9s.inoo opppuapos jq; guprudard 8:niapn;8 jo jaqum'jq; QD CO CO O O O • • LO • • . o • o • t-H CO *9§appoo joj SupjBdaad ep.uapn;e jo raqumj^ is CO o o O O • . TT" LO • . X r^ O X LO CO O CO LO . o o • CO Total of all schools. Pupils. •90UB -pua^pr? 9§BJaAY © . o . CO 1 • f-- o •r lO o C5 Tt CO t-^ X Tj^ d 00 LO” 875 . lO LO o • LO C5 d * (01 LO X o 1,9401 •paipojuo jaquin^ cs 1,172 1,891 O O CO lO o d o fri d o CC O CO ^ t-*' r-T r4' o o LO X lO LO o CO :o C5 CO CO O th' c€ 18, 224 862 1,461 2, 400 Teachers. •9pBni9^ CO d CO C5 lo r- CO X d d rH o d C5 t-H CO LO T-l rH CO rH CO CO 15 15 50 •9IBI^ w « CO d d lO LO LO CO CO CO d T-l rH Tf CO d t- CO rH LO CO —jo aaqmuj^ es r- o t-H r- CO ^ C5 • TT d rH • o X C5 CO T-H (01 rH d d 68 11 18 21 Private schools. Pujjils. •99UB -pua^pipB agujaAY 200 O O LO Q O O lo CO lO Cl O CO d I-I 1-H d*' 175 . o o o . LO CO X . rH CO 200 •paxpojua aaqraux © o O TP O CO CO C5 2, 304 400 250 173 260 250 O O O O o d X LO X d TT O LO X • CO X t- • o d » t-T , "o OQ •opmuaj © iO iO CO lO o (M cn in CO rH • fH o H 1 48 i-( 00 Tt4 o d LO d fH o CO d o CO d O rH 1 — jojaquinj^ TT Tp d d O CO • LO r-t • LO LO d Tf' ■*7' i- CO d o Names of cities or towns and States and Terri¬ tories. H NorthfiekhVt . : ■ Hi •tc.S 2 eS-^ 2 ^ S'? ® p 5 ^ > p 'o ti a t • c3 > - 3 I! p B ® So ?5Ch :3 >- i o P-I Kichmoud, Va . Staunton, Va . Winchester, Va . Charlestown, W. Va . . . Parkershurs', W. Va. . . c3 > bj 'S o sc ? 2 f£ 3. < Beaver Dam, Wis . . Beloit, Wis . Fond du Lac, Wis . Green Bay, Wis . Janesville, AVis . Kenosha, Wis . La Crosse, Wis . Madison, Wis . Manitowoc, Wis . Milwaukee, Wis . Mineral Point, Wis _ Monroe, Wis . 1 Oshkosh, Wis . 1 CIO— I OOOOOOOOOOO — -HrH.— I— .1-.T— I-J — — ■3< o o o o o o lo ic o irj m ITS to lo lO in o lo o oo 1-0 o lo ti lo o •jeqranj^ STATISTICAL TABLES. 557 2G0 300 300 1,000 ii 250 800 ii il 100 300 2, 500 iiii gf Cl ^ 10, f)fi4 10, G8l 17, 970 114, 345 ii • cT • 0 i- 1 : 2 ' . 1 75: 1, 085 230| i° ; 0 0 0 ;o X X i§ ;000 1 ® I n i.-r ii ii IrH- ii :,-r i- • 0 • s . ■ S • 0 :S3 • i'- ii i^ il ig i^^ • LO • 00 i . J-. ;Tt- I ^ ■ 10 '■0 m ill ^ l i I Hi c i ! 3 I t I ■s I 5 a I I i -3 E t I I 3 a i Anuual salaries of teachers. 558 REPORT OF THE COMMISSIONER OF EDUCATION. o C 03 O c O 1 ^ os' C 2 ’S p rt ^ e § a 1 1 s 1 1 a < Anuual salaries of teachers. a - ^ .S3 0 'i: 0 ’JD 3 3 S Ph •mnuiTxnpi 98 ■ranrainiK 3 •ranun-sni\[ •umratnip^ 0 o5 .2I “a 0 ^ ^ S rt 0 H ® 0 r2 3 p •ummixci^ j ^ •ranmiaij\[ w Si 6 H •ainnitxui\[ Si LG •ninunnii\[ H Si .0 0 LG CO 0 LG iG GO 3o .3 2: xg c53 ^ G 0 0 00 IG T-i 0 0 G^ 0 0 LG 0 Gt rH p2 j •tuuraTxnj^ QC 3D p 0 GO a 0 0 rp Gf iG GJ rH •raumraipj; 3D 0 0 of 0 0 0 0 LG rH 0 IG Gl 0 0 0 0 CO LG Gf Principals in high schools. a 0 Ph •ranraixnpi; © 00 0 CO 0 0 0 of 0 0 0 cg" •mniuinTi\[ C5 3D 0 0 Gf 0 0 0 CO a5 3 •m;naiixu];\[ 3D 000 GO LO rH P 0 0 GO 1-^’' of t-T 0 0 LG * rH 0 0 0 cg" 0 IG 0 0 0 0 LG 0 GfcO* •tnnrainij^ M OD 0 0 0000000000 . OOOOOOOiOOO • 0 GO Gi IC 0 0 T-H 0 ■ of -T r-T of rn' t-f co' rn'cf j 0 0 G( 0 »G CO Assistants in gramraar- schools. A '2 S •ranmix'Bjg; « GC i LO 0 GO 0 GO 0 0 0 G? 0 0 i> 0 G? 0 00 CG CG 000 0 0 LG t- t- •ranraiuii^ H (JO 0 0 0 00000000 0 0 'Tf 00 0 »G I'* GO I- CO 00 t- 0 GO 3 •raumixe];^ © 3D 0 0 0 0 0 0 0 0 Gi LG G« •mnniinii^ 0 t> 0 0 0 =1^ 0 S 0 0 0 0 Principals in grammar- schools. © g 0 •mnmixnj^ • . 3D 0 PO »I0 CO i> CO 0 0 0 0 rH 0 0 0 Gf GJ LG 0 LG t-* •ranramti\[ 4>» • 0 • 0 0 0 0 0 0 0 0 GO Gl TH'cf' 0 0 S2 0 LG 0 0 0 ,2 3 •ninniixcj;\[ cs t'. 000 CO 0 CO 4^ »— » T.-1 10 0 0 10 0 0 0 TT' Gf hi 3 CG 0 0 oo 0 0 3 ^ rH 0 0 LG Gf •ranrarairg; lO § iO 0 0 0 0 aj 0 0 LG 0 Gt Gi rH Gf 0 0 rH 0 0 Gi LG 0 i> 0 0 0 LG Gf In intermediate scliools. S Ph •raucuixuj^ 0 0000 0000 Oi 0 C5 GO 0 0 10 0 LG CO Gl 0 0 0 LG 0 LG 0 LG LG CD •lunraiui]:^ tv 0 10 0000 CO 0 lO 0 CO 00 i> CO 0 0 IG 0 LG LG 1> 0 S 0 IG 0 0 0 p •rauaitxcpt tv oi 0 0 00 0 0 0 Ot •ramamipt H tv 140 800; 1, 200 0 LG 0 LG •joqiuuj^ T- CJ CO ^ 0 w t- 00 rs 0 t-H 'Tf 0 0 j> 'X* Ci 0 S'? rs ^ 1.0 CO GO r8rHr-lr-lr^rHT-tT-ir^rHG^(0iC^CM(J^CM(HC«C« f f STATISTICAL TABLES, 559 o o to o lO G? : : :3- : : 9 •3 o • lO 1 « • O 1 250 1 1 ? : c\ ; o • o . o o ».o 9 Tf o o o o LO w> . o • o • d O . ' O • ' to • ' o • o • • o G5 o to g: CO io O TC • o o . o o o ' to > O o ' ^ ■ O to o O . >00 • o o t; . . o o • o o o • • cc to • o LO • Of • rr • o o o LO 9 o o o to to o . o . o • a o . O • : O . i to ' < t-- 1 - o o o r: o ^ t- o CO • -o • o • • • o o to • • • T.** o • • • to o • 1 1 o . . o o o o o to • • O c:> O O O G> • 1 O to to G5 O . o . o o . o . 'G5 I o 12 i Ml M I i i § ^ i i i . o . o . CO II o : : :i : : • I • o o * • • • 1 » o to 1 • 1 1,200 o . o . CC 1 . o . o . X . O • to . GC • c: 1 . 0 • O . • O 'CO • o O' O ' J.o • o O • • X .1'* ' cc ^ » 1 i • 1,200 o . o • to . • o • -3 • to . . o . 1 . o I 1 I o • CO • ■ o • • ■ o 0 O ' 'X • » » o o . o • o o o o rjj o -Tcf . c . c . a 5 O O > o o ^ d o -T d • o • o . X o o . to o . rH O • cf 1 o o o o X o CO c X G > . o o o . o :> . o cc o • o " . Cl to to • Cl r d*' • •H*' 1 1 1 • id 'Cl 1 1,500 o o (M o o o of • c » c • ? o o > o o Cl o n'r-Tof : . o • o • o O • ' o • < • < o o o o l:? o o o O l-H X d . . o . . o c 1 . o « • o c • ■ X • . Cl c “I 1 • * ' d * Cl • iO> • c Of • < rf . i o o . c • c ? . • ! h I ' < o o o o o o C) o to o o o o • to 'O lO t t-* • o o o o . c CO • G o . c > . . • o o o 5 . . . c:.> rr o 5 1 1 « o to to . o o • o . ■ o o • iO to ' O • ' o o 1 Tp 1 ^ 1 » to to 3.50 D . 2 ' o • CO Ci iO 01 o Cl CO . c . G 5 . • 1 5 • t I Pit' to d 'T' o o X . o • o . o o o o . to to to • CO O I o o o . to • • • • *000 • • • • to o • 1 • • to tip • O . »0 O • ' o o • o ‘ o • * ^ ^ 1 1 i o o o to I- o *o i i i i i i i o o X o 1 1 1 1 1 1 * • • • . C 1 • 1 1 • 1 D O go • o 1 JO . CO . o o o o o . to o o o o . lO O O Cl o o o O CC o CO X o o o o o o o to o o O O to O to to o • o . o o o r- o ^ o 'O 'O X to *sG> e ‘ ^ * ! • o to . o o o o o • O ' O to o o o • O . O W X o ■ • ( p o o ox o CO CO . o o o o o . lO to cc o o • CO o o . o • o . o o • o • O to O Cl 1'- . o o o o . • O O CO 1 • X to o • • 1 to o • o . o c TT* O • O • O C •re • Cv * !'• t OO 'tOOOOOO :o o • o to X o o 0 to • O X G> o . o . • * C- . o o • o o • GO O O 0 o c c . • 0 . • ^ ; ; o o o o c; o d — 1 X) O LO o to Cl o tH rH to o o o . o O G? O .to o X 1 i-T^r-T 1 . o • to I CO I 1 id id * • « d • . . )0 ' ' o o o • . ' f-. ' ' to o o • . . e ; • I'* o • o • § o o o ro !S o o of • o . o • o o c: § ^ 5 • •. 0 • • 0 • • o o o o o o Cl *0 ♦ o ' ^ • to i o • o O • to to 1 Tf' . o . o • o 1 1 'CO t Cl . ^ o o • S • . . o 1 • o . o • o . LO LO o. o o I'* o o o . o o o • o o o 1 X X to . o o • o cc • o »o to to Cl o 1-- to o o to . O O G^ » C to »0 to o . o o D rr O . • TJI o T* TT I • to to • • ' O . O O O O O GO • to • 1- to lO X o o ' Tp 1 d to 300 . . o • 1 CM t • CO . o . iO . Cl o o o o CC C5 d CO 'V CO . o o o • o o o • 1- CO . o o . *o cc • to ooooooo .c O G: O -v O lO *o . c tO'^CO^Tj^COCO • c 0 to o . . o o » O rp ‘GJ » ' » li O c 0 CO • • -^P ’ o o . to O O O O to to . O G2 lO o o ■9''^ i^'^d'^'VCO . . O I 1 § . o . o • lO . o • o • to • o • o . ^ : I < . o ■ o MS 1 i : 1 • ■■II to ■ ■ . • O 1 1 o 1 1 TO 1 1 ■ o 1 ^ • o • o • o . o . o : ^ 1 r 1 M N M M N Tlio salaries of assistants in normal schools, as reportcil by those cities maliin<^ returns, will be found at the end of this table. (b) Tuitiou-fees. («) 1^'or three mouths. Annual salaries of teachers. 5G0 EEPORT OF THE COMMISSIONER OF EDUCATION. CQ •joqninj^ Principals in normal schools. 6 g o •ranniix'Bj^ 98 •ranmniTj^ 97 Male. •uinraixnj^ 3 0> •ainniiu}i\[ Teachers in evening-schools. Female. •nmniTxej^ 91 to <71 •uinraraii^ 93 to s Male. •ninniixcj^ 5^ 9> s •ranraiOTi^ 91 Assistants in high schools. .2 3 •ranuiTXBpi; 90 o o O lo O to o O t'- o to to o CO to CO 585 700 o o o TP o O to 00 GO 008 OPS o •mnnimiK 89 o o o § to 50 585 o o CO t: o o o O vro O Oi TP CO to o o Tp O to o CO Male. •muraix'Bj^ 88 o § o to o o o o o o •mnniTiiTj^ GO o to o o to o o o o rP 000 ‘t Principals in high schools. Female. •mnraix'Bp^ O 00 o o o to to to 700 765 o o o o CO •ninraiatj\[ « GO to »o o to to O to O CO o o CO o o Oi o o • o o • 50 to I Male. •ranraixu]^ 84 $1, 200 o o to rH O 1 VO • (01 t o o to o Ol of' o s rP 009 ‘I o • o o • o to ■ Ci •rannrtaip^ 1 83 o o C5 o o to o *• o o to too (Ot too « tH CN o o o o o o CJ to to cf’-n'r-T 1,500 2,000 Assistants in grammar- schools. Female. "umniTX'Bpf (f o to lO 50 45 o o Tft to Tjt 550 o o to to to o o to to Tp o o to o CO •ranniraii\[ 81 to O to •V Tfl o o o »o 350 o o o o t^ TP O to CO CO CO 450 Male. •uinniTXBj^ © 00 o o to o to •ranraimpi © $500 o Princijjals in grammar- schools. A Is a 0) pR •ranmixnj^ GO o o lO lO CO 500 O O O to to to 50 to O O to to O CO O O to to o o CO CO TP o o o to o to JO •ninuitaii^ 77 O lO lO Tf CO o o to o to o toooioiooooo Tt^tOOCOtOOOtOO to r- c£) CO to o o • to o • to TP ■ Male. •ranniTX'Bi^ © $1,000 o o 00 § 1,000 o o 1, 200 450 125 s •mnraimj^ o o GO o .too O 1 to o 00 1 ^ 1, 200 540j 125 In intermediate schools. .2 a •mnmTX'Bj^ o O lO O to to to O T}< to o o o o to o to O »10 o O O to to to 450 o o CO to CO o o • O (Oi • to CO • •ninnnui]^ 73 O O O to to to O CO O to O to O to Tf CO CO to ^ e 55 CO CO to to to r* o oi 00 TP O O O to to TP CO CO -7* 53 CO o o o O 00 CO Tp Qi Male. •ninniTxni^ j Cl h. $450 M2 to 008 360 i •ranramipi o to o o O to o to 00 e ' 360 >03aOOOajC:CSC5C?C505C5S30>0500000 STATISTICAL TABLES. 5G1 I 1 I • o • o . o • o . CO • o ! t O I I • LO I I • o ! ^ ;i i i 1 1 1 1 • ■ 1 1 > 1 t 1 Lj , » o O ■ O i • » O JQ O * O » 1 » ^ O • lO • • . . . O • O 1 O O O O lO . . • lO lO ilOOOOO i 1 1 I CO 1 CO 1 ^ CO ^ . o • > O t 1 GO i OOOOOOOO .o O O CO CO LO CO LO CO • LO LO CO CO LO CO I LO • o . • O I I GO I I . ci 1 I rji o o LO 1-- CO • O • LO • O I CO 1 LO 1 I 1 1 1 1 O O » • • 1 • ■ • O O • • • 1 • * • CO < 1 • 0 LO • o o * o • • 1 O O I o • • » CO • iO • • 1 r t » O O O LO o o o o O LO O O 1 m LO » CO CO • O O I o LO O I CO LO I O ^ I LO . LO • o o • o o • CO LO • • o o • . TT* LO • 1 Hf . o 0 0.1 LO O I I LO • I • O • *0 * • * > 1 o • * O • • • G 1 CO 1 » i • ' r i o I t~o • » • • 1 • o o • o 1 • O LO > o I • CO O 1 rH II 1 , o CO CO LO (M CO • 1 1 • ^2 ■ P . lO *00 1 1 1 o • * O O * 1 < 1 CO • • O "cr 1 IT D « • o o * • * • ^ 1 • o O * » • ' -< • 1 05 CO • • • « O I I O I 1 O 1 I . o • o • GO i 1 • < I 1 1 I III'' DO I O O LO 'GO ?f 1 lilt O *0 • » • o • lO » • • 'CD « 1 1 « • • LO o o o 1 • « . • LO O Tfl LO 1 1 1 t 1 O • O . O 1-t • O 1 ^ • CO • LO INI! o o o o o o CO o CO rH CO I I c 1 1 9 • o . • 05 1 1 . LO I • ■ ■ 1 • 00 ■ ■ : : : : : . o o o 1 o o • CO O LO • o 1 tH t t c . • c: • 1 CO 1 1 1 1 • • <00 • • o * • 1 00 • 'Cl t o * < o * ■ • » o » • • ^ o • • » • o • o o o > • o • O LO o 1 I rH • 05 01 O O O . LO o GO • rH rH • o . o O • C5 71 . . LO o o • J> o o I O CO I ! o I I • • • o o • ■ • c » t *1^0 » « • ( o • > o o • • • ■ M > • LO O • • • 1 ^ 1 1 1 O » I O 1 I 05 1 1 o c LO C C5 03 : I . o o • GC- CO . o o < . o o < I LO < o I . < Oil' 05 I • ‘ O LO • o G5 ■ O O ' CO 4.50 405 500 800 Z> • • ‘ o » o o • O • • ' O • O CO * 1 . • lO • CO * 1 « 1 I « I o o • LO o 1 CO CO o c LO O o o LO LO LO :§ : • O O O O <0 10 I I LO • CO CO O LO • CO • • LO 1 LO • ‘ • • o O O O O » • 1 • in CO LO lO CO • • { • ^ CC CO • • ^ 1 * O O 1 « 1 » ■ I LO LO « * • ( . o . • O I 1 LO * • 1 o c iO c: rti Tt > i < ! ^ : 1 CO LO 1 CO . o . » LO • • O O O O 1 »o o • . »o • LO CO O LO • I • LO 1 Tf 1 II • o . • LO I I • So I 1 1 1 •• 1 * 1 . o I . I LO I III! lO • • O O - O O ' O • <00 • O O ( 1 • 00 • CO fH . . . . o o . O O O O O Lr 5^ • 1 • I'VO •LOOIOOO'^ 1 1 1 1 LO » CO till 1 5 0 0 I ^ LO O I 00 I O O O LO o o c LO O CO CO CO LO C CO CO CO CO 0 5 . • 1 . 0 I ■ • LO O O O LO • CO O O 1-- 1 LO LO ■ O O G • LO LO a • LO > I . o o ) 1 . CO CO • * • O O lO • O ‘ • . . m LO o • o 1 1 I » CO t-- 1 CO CO • • O *0 1 • lO • t O • • • LO O O lO Ci LO o o T}< rji LO I O O 1 • LO O ■ 1 » o c LO C CO Ci 5 » lO 5 1 CO 5 1 I . c 1 1 1 1 1 L 2 ' * 0 I I • o o o o o 1 LO O O CO 1 LO LO . O o G I LO o a 1 LO > . • . 1 ) • 1 • 1 1 1 1 1 “ H n « O ■ • • I!" QO • t 1 ; 5 LO O I r r- o • ^ Zr : • c • G • c 5 i 5 I 5 1 4 1 1 o o o o » I OU CO C5 LO I 1 GO 00 rH 1 lO 1 I • I • o o c . LO LO a • uo 5 • O I • ) • O I I I CO 1 I 1 1 1 1 1 1 : : ;i : : : : lO * o • * • CO ( * ■ 1 1 • i G • G • G :> 1 ? • ? I 1 o • • LO • • o • • O I 1 O 1 O O I G o LO • a: 00 I 5 . O • I :> • LO . 1 1 TT< 1 1 1 i c lO LO . o . o o o C5 O • O • LO o o TT ^ ^ 1 1 » O • • O LO O • O >0 O • LO • CO • • LO CO LO • LO t- o • o 1 11^ lO • ^ 1 III 1 1 III 1 1 • O * I O O O O O LO 1 1 ^ 1 I o lO O CO LO Tfi 1 1 • » LO CO 1 III 1 I o ■ c 1 1 L/ 1 1 T :)oooooG5oooc 0 lO CO LO O LO ^ LO LO LO G n TJI TJI CO 5 . G . LO 5 • LO • LO O LO • CO . o • o CO O • O 'CO • o CO ^ t CO ‘CO • » LO I 1 O LO O « lO O • LO • • ‘OCOLO iCMCJO 'O • •'^^CO •CO'^'»?^ • o • o , Tfi . o 1 1 CO . o c . o c D I LO O . 5 1 TJI rji 1 fi I <3 ; • LOlOOOOOOOOOOOlOOO .LO • CM CO LO rji L0»0 rD O LO LO n’ lO . LO ® i ; ; ; i i j o'* . o . • CO I • • • Irt • O • • I LO 1 * « 1 1 1 . o • . IO • ; e ; o o • LO L*: I « I : : : : , lO CO t- X O O ^ CM • ooooo — CO ^ iO CO X 05 O -^0JC0’^iOC0t^00O5Oi-''“ oloj oi oi oj o) CM CO CO c ^ LO O i O — CM C^ ■r rti tH -r ^ lO 'O r- 00 2 0 ^ G? CO -r n If-' .--i >ri 36 E Annual salaries of teachers. 532 EEPORT OF THE COMMISSIONER OF EDUCATION. •oinaiTxtJi^ •aaqranx Principals in no schools. •ranmiaip^ Si - Male. •ranoirxBi^ 96 •nmraratpj; 95 Teachers in evening-schools. Female. •ninraxx'Bi\[ 94 o •in:nraraip\[ 93 o Male. •ainratxnp^ Si s •ninnirarR[ 91 s Assistants in high schools. Female. •uinniix'Bi^ 06 o o o o in CO in in CO O o m • CO O O O O CO • CO O O O O tP CO 00 TP :0 TP •rannitnri;\[ 89 o o LO o m o o t- m CO o CO m O CO i> in CO TP O o m o GO Gl Male. •ramnrxnpq; 88 • o .• o • o O OD o o o o CD O O o in Principals in high schools. <6 a •ranuiixnpi; 86 o o o 008 •mnraiiiiK o o o ^ GO T-i m CO 000 ‘I o o o in o o o o Oi o o o o rH m 05 O Ci 1,200 750 450 •ranOTimpt ea $500 o o 00 m o o o o OJ o o o o rH Oi c:> CO t- 700 In intermediate schools. Female. •nmoiixBj^ i> m :o 550 450 585! . 1 o CO 500 o m 1,000 300 450 375 240 •mnratnii^ o o o rr O O in m 450 495 40 o o 50 600 210 160 300 240' 2oo; o Male. •ninniixBi\[ o o o o in in CO 00 Tp m 1, 200 700 o o in m o CO i> TP 000 ‘.I 333 . 450 •muniiuipj; 71 o o Ln o o 1- o ^ CO o o m i.n in ci TP TP 1,200 o CO 000 ‘x 333 650 I o O O CS O CO O 'O i" l'- l'- 4" i STATISTICAL TABLES. 563 ^ o o o o o o o O Tf' TT lO o o o o o o o o o o o o o o o o o o I- CO : CO lO O CO lO o o o o o o 00 lo O 1.0 lO o TP i> 00 lo r: o o o o TP oooooooo o o o o O CO o o o o m Lo oooooooo o o o o o 00 O CO CO Oi O'? O 1.0 1.0 TP o GO 00 o o o o o o o o O) o o o o o o o o lO lO 00 o o o o o O O o o o lO TP o o o o o o O CO CO o o o o i:- lO O O O LO LO o o o o i-- O o O iO CO iO TP oi O O lO p o o o o o 00 GO o CO lO CO lO CO O CO o o o o O CG O O o o o o »o o CO o o o o o ^ o o cf of CO TP LO O 00 o O (X) o O (N CO (Gf r-T O (M J>* CO CO ot oooooooo oooooooo Oi LO O LO 00 T-H Ol LO CO Oi OJ Cl 01 o o . O O o o o o o o o o o o o o CO o CO > O OJ o o ■ o CO CO I Tp CO Ct CO iOCOOOCOOOOO OMO CO O CO O O O O TPG^COCOCOCOLOTPCO O CO O I O CO r I CO CO TP ' O 00 o o o o ^ GO O O — t O? :0 TP LO CO t-- 00 O O — Cl CO '-P lO CO 4-- ^00 O O r-< O'? CO LO CO i- i _ iC/ja)X)X-CCG0C:C:CiC-CiOOCCC^CiC5OOOOOOOOO— ^ — — — ^O'lOl' I r-4 tH rp T-« tH tH rP rP r-l r-t I-H rP r-1 — 4 Cl d Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl d Cl 01 Cl Gl 0*1 Cl 71 Cl Cl Auuual salaries of teachers. 5G4 EEPORT OF THE COMMISSIONER OF EDUCATION. Piincipals in normal schools. Fomale. •ranoiixnit; 9S 0 t 0 • ^ j 0 Si •ranramtp^ Ci . 0 • 0 • 0 Male. •ninaixxBj^ 05 •mnraraxj^ 0 LO Teachers in evening-schools. Female. •raixraixB]Y 2 0 GO 0 (Si •ninmxnxjY S ir* 0 GO 0 Gi ZG Male. •raixmxxnjY 05 0 • ^ * •xxxxxnxxutpj; S 0 ; Tf I ^ ' Assistants in high schools. Female. •xanxrrxx'BiY © 05 000 000 0 ■S: 0 0 0 0 00 00 cs 0 CD 0 CO 0 000 000 0 0 000 0 1.0 0 w rr LO 0 CD 0 0 0 0 0 0 LO 0 0 LO i- CD 0 'O CS LO •xnnraxaxj^ 00 000 LO 0 0 CC 0 00 0 0 0 0 0 JO 0 000 000 JD- m 0 0 0 LO 000000 0 LO 0 0 LO LO LO i'* LO LO Male. •ranxiipxBi^ QD (Z) |1, 500 1,500 2, 000 _ 0 0 ro 0 0 0 Si" 0 0 0 0 0 LO Si" 0 •ranraxmj\[ b. QO 0 0 0 0 0 0 i-Tsf 0 0 0 0 CO 000 ‘i 0000 0000 LO CS C- CD r4'si Principals in high schools. Female. •raxxcaxxnpi; © (Z) c c i 05 Si 0 0 LO •taxxaixaxi\[ (Z) LO LO LO 0 LO LO Male. •raumixBj^ GO 0 CD 0 0 0 0 0 0 LO 00 0 0 10 0 0 C5 0 (Si 1-1 si 0 0 3, 000 1, 200 1, 000 0000000 0000000 LO 0 0 Si 4> Si DO (^! _ .-1 ,1 ^ 0 0 cs 0 0 LO •ainmxnxj\[ M QO . 0 0 0 . 0 IS 0 0 1 0 P- 0 C5 . si si i-H 0 0 0000 CD LO 0 0 0 GO 0 CO 000 ‘x 009 ‘l 0 0 CS 1, 800 3, 000 1,400 0 0 0 0 Si 10 Assistants in grammar- schools. Female. •rannxxxBj^ 00 LO 0 0 Si CD 0 LO 0 0 0 LO 0 0 Lo 10 1-0 r- — 10 10 Si Si 0 LO 0 0 LO LO 0 0 10 •ratitnxnxj^ H GO .$475 400 550 0 CD 0 us 0 0 LO I- LO ^ Si 0 0 LO 0 LD 0 LO * 12 LO 0 0 0 LO Male. •xnixxuxxBpj; © QO 0 cs •oixxraxnxpt 0 Tjl cs m- Principals in grammar- schools. Female. •ranratxBj\[ QO 0 0 LS m —*00 Si 0 0 DO 0 0 475 432 1,000 0 0 CO 1, 100 5.50 750 300 600 0 LO 0 0 0 LO 0 00 0 JO 0 0 0 rf LO LO Si LO 0 LO •raxxraraxj\[ t>. 0 0 0 ^ 0 Si 0 CO 0 0 000 0 Si 0 kO Si 00000 LO 0 LO 0 0 00 LS t- CS 0 0 i'- 0 ».o 0 ‘X LO l'* TP cs LO LO 0 r2 ■rauraxxnpj; ;5 0 0 0 JxS 0 0 0 0 CD r- LS 0 00 cs Si cs 0 Si 0 0 Si 1, 800 0 CO 0 0 0 si 1, 500 800' 1, too 1, 400; 1, 9C0l ... ..1 1,000 •raxxmxuxi,f 000 .0 000 • 0 IS 0 Si -CO ^ sf * 0 0 0 0 t- Si 0 0 GO 0 0 1, 000 0 0 CD 1,000 1, 900 000 ‘X In intermediate schools. Female. •rannixxB]?{; 0 0 0 0 i.s 0 GO CO 0 0 LO 0 CD 0 r* cs CO ^ ^ CO 315 270 OLOiO’^OOOt-OOOOOOO LO Si 00 Si cs GO 0 0 0 0 0 LO 0 LO^rtiSiLOCSCS'^LOOCS’^n’LO’V •ranraxaxj\[ M 0 0 0 »s ^ CO m 0 CO 0 LO 0 CO 0 0 i'- 0 Si Si OOO'i^'OOOOOO OOLSGOOCOrf^iSLO LO'^Tj'Si^CSCS'^CSLO JO 10 0 0 Si i'- i.o 0 cs cs cs Male. •ranxaxxnpi; 0> 0 0 cs 5= 0 0 000 ‘X •Tixnraxuxi^ H \r 0 0 cs i cs • rt :> c- \ cr 2 1 LO 2 CC ) p- » GC ) c- 2 CC 1 s: \ DC 2 < LD 0 0 2 0 f- > Qt ) 0 ) c: 0 • 0 1 0 • > r- SI r? ro CO ^ -3' lo O ih io K*: lO iO O O CO 'O o ci c^t (Ti Si s? si ci oi gi a 02 oi a oi oi gi c^i oi 1 •aaqrauj^ STATISTICAL TABLES. Mil uD t- O 00 1 o o o o o o O O O TJ4 o o t- 1-. o o o O w Ci CO o CO o GO LO o o o o O GO o o O JO lO 01 o o o o O uo o o CS lO oooooooo o o o o o o o o o o o o C3 O o o c^Tco'' o o O LO LO o o Oi o CO LO o o o o o o o o o o o o o o OOJOOOLOOOOOOOIOOOOOOO ■ CO (N « LO CO ' ) O O O 'O LO O O c: O O O LO O O LO lO 0^ O OJ o lO t- lO ’’5* CO LO O i'- O O O ‘ o o o ry* rr O • fiO o CO 0< CO • CO o o o o o > o *o O CO CO CO O O LO O O O JO o O OJ O XI CO CO CO CO CO « o o o o xrr O o o o o o O O . LO o O • Cl o iO • ^ Cl • cf ' o o o ' GO O O ' CO Cl 'O X c *o GO GO ; Cl Cl c< : ' lO O X C5 o > . . . — _ ^ _ _ _ ^w^ajxc^C5CiC5C5C:cr-o_,-- t d Cl d Cl Cl Cl d Cl Cl Cl Cl Cl Cl d Cl ^ Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl • X C: O ^ Cl CO ' LO GO t- X Ci O — « ( Tap.le it. — Scltool-slalifiiicfi of cliie^, fc. — ContiiiiK'd. 5G6 EEPORT OF THE COMMISSICN^ER OF EDUCATION'. H 3 m O & o cs •ninuiisT?!?; •nmnnaii^ •01111111X13 g : •oinoitaTi^j; •otiimix'Bj^ •omuiiati^ •mnoiixopi; •raiiTnioii^ I ^ •oinoiixi3]f © •lonoiioi]^ •0111011X13]^ 00 00 I eD o o o o o o o o o TJ- 1.0 CO •oraramtpf •nmiaixBj^ •-aiiioiioij^ •oinoiixiij^r •ninoiiot]^ •oiiioiixopj; ^ •oinoiinti^ •oinoiiXBpj; g I O! O O ' o o o s . o o o I o o o . o o o i O O 0} 'O • o o ' n rn" t-T of • of r-T — r •rancDioTj^ •ranoitXBj:^ •niuoimtpj[ •0111011X13]?^ •Dinoiioij^ ^ •oinorixB]^ •omoiioTj^ •0111011X13]^ ^ •Toiioimr]^ ^ •jGqiniij^ > O O O > O O O ' O CN . O O O lO o CO CO ic lO . o o o o o o . o o o in lo c> • GO ao GO 'tr cc rH ' o o in CO ^ O ^ LO o o i-Tof <^o in o ^ o i-o O O O O : t'- m i-“j i.o in ! CO Tf ^ ^ ( o o o in m CO . o o o o o < I O O O O O . o ni ' o o o o o in in GO 00 CO m . o . o o ■ O *00 I Oi . o o '00*0000 ' O — o o o ' ni CO o o x> 3^1* o in ' O 0^ • o in o • in x> o - CO CO • in . o o . ' • m • ^ CO : in*oi-GOoo^cico’5i"inof^oooo — G^co^moi^GOoo — ^ ^ i n> n? o? oj n? ni oj r: CO CO CO CO CG ' ' — oocococococococococococococococococococococococococococo STATISTICAL TABLES, 567 ; o o i - b LO of o o o io • o . o o CO o “0 o o (M • • uO o o • o ■ s o c i2 " > > 5 5 b o b o o o c c o o o i.o o o o f-* . o . »o . CO o o CO o lO CO . o o • o o . Tfl O' o :o o o o LO o o o o o o o o O O O LD o o jc- X CO lO M LO ,000 ‘I 000 ‘t o o lO o o • o . in • CO 600 575 ■ o o , o o . CO CO o o lO LO o o LO o o o O LO LO LO -cr o o < »o O ' t- CO 1 ■ O o b o 0? 5 O' o o (Oi o o o • o ' s o o o o o o CO . o i CO . o ' s • o o o < o O 1 CO ^ ; o o o . o . o . X o> ■O o o (M • o ■ o . LO • o ‘ o > o o lO d> § § t (M . • o . o • oo o o . o ■ o • o . o ' Of . o i o o (7i . o • o • CO o o * o o c? 0*0 0 00 lO lO i-T of ■ o ' 1,000 1,500 • o o • o o . CM o . o . o • 1,6C0 1, 800 o CO o o X 1,500 1, 800 • oooco . o o o o . t-h -r o CO ■ of t-T ^ of O CO o O O LO LO X cf -f of ■ o o ■ o o • -X lO ' — Tof • o • o . i.o • of 1,000 1, 500 1, 900 o o (M ■ o o . o o . X 000 ‘t 000 ‘I o o o o o o M*' O ■ o o • o o ■ O i-f -j of o o c O O 1 LO X c cf-Tc M cf o o 500 o lO o o o o o o o o o o o o o CO o o o o o o ^ ^ o lO o • c ^ iO * o o o o o o 5^ o> o o O LO O C- rH o o CO o CO LO o o LO -O O . D O O o o o o ^0 LO ^ o o o c LO O LO C LO ’ c: c: LO o o o o o c? o o O 100 coo 575 375 lO CO O O CO O 1(0 X M CM o lO X o • o • Tp ■ . o , o o o o lo o LO o o o o o o CO o LO M o o o CO o o o o o o lO lo o o CM Oi -dH o o cm'' o o LO I o o LO i'* o o LO o lO rr 500 o o • c o o . c t- ^ . c o 0 o X I ^ • c o o o o o o> CO CO • o • o • CO o lO CO --J o o o CO CO o s CO o o of . c • c • c o o o o o o o o X) CO o o O (O o r- o LO CO o LO • o I io O • . c o • . c O • » L D o D o 0 X • c • 1 1 ' o o .0 lO T O o o CO ■ o • o o lO CO o lO 1 . c . f! . ( o o X) 600 1,000 550 o o LO o LO 005 ‘I . o O O o o • • o o o o o 1 . O O iO O 1 ! T_r rf -T r-T r-f o o CO o • o • X • • o • o . lO • o o o o o o M CO O -T ^ CO o o o o Cvd LO 1,200 1, 800 . o o o • o o o r LO G d O o o o o o o o o X C'O rp f- 005 1 006 i’40ol •2,250; 1, 100 i.'ooo CO c o o o o CO • b . LO . . o o o o . . lO o o o . ■ CM 0^ LO I • of T~^ l-T ^ 1,500 1, 475 . . o . . . o . • . (M . o o o o o o CO O i- 500 i • ^ ^ . o o • CO X o o o o »o o o o L'c o o r- o o X CO O CO o o o o O lO o -x *^4 LO m O o o LO o o O lO o : ii : OO-OOOOLOOOOOiO XLOOOOOt^OOOO-^ ^co^’^cococoLOLO^'^rco O O O LO LO CO i.o i- lO ^ o o o in o o CO CO lO - o o ■ iO CO . CO CO O . o - O O «.0 O O UO O CO o o lO O i'- LO lO ^ o o o o C^^COCOiOCOCO(00 >I ?:> CO CO c 0 'T LO O 1.0 LO 0 CO CO sO i'- '/J CO O CM CO ^ lO Cl O *0 lO lO CO CO O CO CO CO cc cococococococococococr X c o CO c: 'O CO r r: O Ol o.co b CO O ^ lO CO c - t- i- i- d- 1 o CO CO CO ^5 : C O O — . (M C 1-- X X X 0 0 ro CO CO CO c 0 LO O X X 0 CO CO CO i- X O O — 1 Ol 'Jj X X X c; Ci CO CO CO CO CO CO CO CO (e) lu colored schools. Table II. — School-si atisties of cities, t^-c. — Coufciiuied. 568 REPORT OF THE COMMISSIONER OF EDUCATION. •rauinixup]; Principals in noi schools. S •raniuTati^ ei o o X =s o lO Male. ■mnniTXBi^ cs Si •ramuinixt[ « Si Teachers in evening-schools, Female. •ninratxBpj; 1 o •raniumix^ 93 i2 Male. •ranraixBj^ Si o LO - •ramuiaipt Si i Assistants in high schools. Female. •ninratxBj^ 06 $500 900 o o X o o lO o X Cl 700 1, 100 1,000 1, 200 o o LO 008 4.50 600 600 o o LO 89 o lO CO o o o 450 500 900 o o o o o o C5 X C5 o o LO o o X o o o LO o o CO LO Male. •tanoiTXBK 88 o o 01 o d Cl" 2, 000 1,400 1,700 •raiiuiiaij^ is, 00 o o o o X 001 ‘t 008 ‘l o o Pilncipals in high schools. , Female. •innraTX'spj; 98 o o CO o o . o . »o . J> 009 009 006 o o 008 •njnnimT]^ 4^5 3D CO to o m-- o . o . lO « i> o o o o CO CO o 12> C5 o o O LO t- X Male. •nmraixnpj; 84 o o GO o o o o o o o lO o o o o o o rH CO O O O O tH r-T cf t-T ,-r CO cf d'' 1,200 1,000 o o LO O i> CO •mnininti^ S3 o o 00 o o • o o . o . o o . o .do . io * d' i-T I d** 1,200 1, 000 Assistants in grammar- schools. Female. •ranoiix'B];\[ 30 o o O O O J.7 O O Cl CO CO ^ ooooooooooo O O O O O O O tH t- o Tr'X^COO5 3>C0c7'^’^C0 r- d 009 J) $400| 500, O >.7 O O ct O 'X) :o) 600 400 o o o o o O O L7 -H L7 'CT' O fC o o CO 427 Male. •niaraixBix; © 30 $1,500 500 o o o o o LO O X X •ranratcnxtl © i> o o o o Cl lO o o X Principals in grammar- schools. Female. •ninmrxBi^ o o 001 ‘x 850 coo o o o o O O L7 o O C5 LC . O O lO o t LO »o r-» o i CO o •ramniai];^ ^ ! o o o o CO CO o o o o CO O 009 1,200 L7 o >0 . O CC L7 O ^ CO d • lO LO t- CO CO LO LO • LO Male. •ninuiiXBj^ © 4^ $1, 000 o o o O lO o d" t-T 1, 000 1,500 lO O o o . O LO CO o . lO O 05 . o o •tnnratntx\[ o o GO o o O lo 05 CO 1,800 750 1, 000 . o o o . o . LO CO o • o • J> ^ C5 • LO In intermediate schools. Female. •tunmixBj^ 74 o c m 400 504 O O O lO o o o d o LO X CO O CO o o o iO X o CO CO LO LO r- d o CO CO 475 LO X CO •ninratuii^ o CO CO ro 71 CO 240 o o o o o O O t- rH o rr CO rc CO O lO o 0X0 d LO o t-- o O CO CO CO d CO 400 Male. •innraixBj^ O O O lO O O LO t- o ^ 750 450 500 •niurainixtl 71 o o o o LO o lo d X d ^ o 360 Moqmnj^ . o o t- 00 O O — ' ^ lO CO i cr2CiCi«rric:>C5C‘:ooooooooooi-Ht-H . . ^ o ^ oi ro ^ o o ^ 5 ^ ^ ’ STATISTICAL TABLES. 569 00 GO O t-* o o o o o o o o o >o o o lO 00 O lo o o o o CO ^ CO • CO o o o c O O I lO CO I lO o o o o o o o o >0 GO O O O I-- O LO rH ^ i> r- o o o o o o t- OOOOOOiOO LO O O O CO ^ JO r-l O 7^ iO 00 o o o o t- o cf-T >.0 O O O O LO o o ci CO o o lo o JO I'- r- o o o o o O O O lO o O O O LO lo OOOOOOOOOOiOJOOOiOOOO r-'OiOOiOOOOiOOlO'^OLOOiCOLO"^ LOIO^'^'^’^COO'^COCO OOOOOOCOiOOOOOOOOOOO O O rs LO LO • ^ »o >o o o LO LO ' CO ?0 CO CO o o i'- lo SLO ^ Cl CO LO CO {-^ -X) O O — CM CO ^ JO ? Cl Cl Cl Cl Cl Cl Cl Cl Cl CO CO CO CO CO CO ; • 00 (05 O — ' Cl CO LO CO I- GO (05 ( JO CO CO C5 O — Cl CO LO to LO LO JO LO lO 1 $1, 200. Annual salariea of teachers. 570 REPORT OF THE COMMISSIONER OF EDUCATION. -1^ o < H a: ^ c •nmmixnjY * •inniuinii^ Male. •ranraixci^ 55 •nimninTi\[ i X “o S “ r= ic o 2 o'3 ^ o ^ > o z •nmmtxnj^ 55 d •oiauimtj^ W 55 • ^ • Male. •raniuTXBj^ 8 o o d •uintuinift v-<. 55 Assistants in high scliools. Fema.lo. •ninraixnp\[ © © o o 000 ‘l o CC! o o o o o *o o o o o LO Oi o o O to o I •muuiintif © dO o o o JO lO o o o o o O CD o o CC5 -o -r 1- o o o to o • o . O I r2 •rantaixnj^ ss o o r- o o o o o d’' »■ ct 000 008 ‘I o to t-* •ranatxiTTj^; GC o o o o o JGC O LO O 1, .500 1, 000 o o o o d to Principals in high schools. Female. 1 •ninnipmxtl © OD o o d o o o CO o o *o o o m o to d o o o o d •tqnrami];^ es GO o o 8 uo • : Male. 1 •ranmixnpg^ GO s o o o o o o o d LO ^'"co" o o o o 10.0 to CO 1, 800 1, 500 125 o 1.0 •nmuiiuix\[ 3D $1,800 850 o CO o o 1,000 1, 000 o o d d" o o o o . O I o • cf \ Assistants in grauuuar- , schools. Female. •mninixnj^ GO o o o o JO CO CO lO o Ol iO o o o o o o o o to X lO ^ o o o to iH rH o . to • •ntnniiniR; H 3D o o o o 'O to CO lO o X o o o >o o o o o LO o . o « Male. i •ninraixnj^ © 30 |C00 1, 200 1, 000 500 100 •timrainipj; © o o lO o o 1": o O TT* Principals in grammar- schools. Female. •ranmixni^ QO l.O o ■rr o »o O 0^ O CO LO Cl ^ o o CO o 00 o o LO t,0 CO lO o o o X o o to d 400 800 o o X o o 4^ $500 550 ^ O 1.0 o o d O CO o o d CO GO goo; 500 400 520; o o o to o o to o . o • d 1 Male. •nmraixBj^ © o d lO o . o o X 1,200 _ o o o o O 1.0 o o to CO O 1 1,200! .. ... 1, GOO •uinniinij^ i> o CO LO O o o X GOO 500 o o o o o o o o O O uo O -T d' i-T CO S3 o o O' 1, OOU In intermediate schools. r2 S •cnunitxKj^ O o lO o o o d X to ry d CO o o o d lO o o o o CO o GOO 1, 000 o o o o o o X o o o o to CO •ninuixnij^ W ooooocooo rji ir: X) 'O •ri o CO ro cc CO Ci o o o o X O X J.o TT lO d ^ 400 400 o o O 1.0 O d o . o • CO • Male. 1 I •ixinxnixnK « o o GO 300 o d lO O O lO o s CO •axuaiinxjtr H o o o o o o 480 500 GOO 250 — iffjn'S-ooooocio— iOOr)OOOS5C5C5C3C'. C5C:>OC5 •jaquiuj^ STATISTICAL TABLES. 571 ii is : 1 ii ii ii i i if ii ill i ii-lii .'-r is 1 : 1 : Ii 405 450 550 ii ii i i ':S i I ; : 1 I i! -r : n : i? i ; I ;■ 1 ii 8 : is ? i 1 :< 8 r I : 1 ; rn" : SI r-T : §ooS8 : i • c • • C ii, iiUU 900 1, 300 1,600 1,500 1,400 11 ,-r rH- : si :i IrH" 1, 000 1, 500, 1, 800 1,000 1,800 1,800 ‘•Z- I i rn" : ii :,-r 11 II ;2 is-ii i ii Ir-r i : !• i is ii ii 540 405 - i i : ill i 1° 3 : 675 450 400 600' 410' 400: 500 500 500 360 500 500 610 500 270 40i 600 810' 500 i 450 ^ : ii< i ; :8 iiiiilii ii ill i : ;' II 1, 125 810 800 iiii r-r : 11 r-r 1 : 1:1 2 : 1,100 500 ii Ir-T 1 : i§ ill : § ; : ii 320 450 400 500 360 350 450 400 450 isil ii ,-r ill : ? : e ; i s ; ii iiilsl ii |i ii 1 1 ii I : ill : |i ii iiii § I ' ' I ^ i ill i i§ Ji I - |.S| g- l|s| I|a| g|“l =, sii II »yi| ::: 2 p " 3 llili lift tlisf 1 o§-i i M 0 .33^0 O X o >> lslS ■IS 41 luM S. ^ >; .::: > _r ^ g 5| 3 a.= I4S i^lf • 572 REPORT OF THE COMMISSIONER OF EDUCATION. Cities from ivliicli no information has been received. State. City. Population, census 1870. State. City. Population, census 1870. Eufaula . 3, 185 1,933 1, 689 Minnesota . St. Cloud . 2, 161 4, 812 1, 887 Do . Mississippi .... Columbus . Do _ . Do . Gren.ada . Do . 1,214 Hevada . Treasure . 1, 920 Florida . Do . .Taekson villfi 6, 912 3, 347 Do ^ Vir.o’inia, 7, 048 9,211 4, 555 69, 422 Pensacola . Hew Hampshire . . . Hew Jersey . Portsmouth . Georgia . Athens* . 4, 251 6, 267 1, 551 Salem . Illinois . Cairo . Hew York . Albany . Do . W atseka . Do . Elmira . 1.5’ 863 10, 076 4, 660 Indiana . Crawfordsville. . . . .3, 701 Do . Ogdensburg . Iowa . Davenport . 20, 038 4, 011 Horth Carolina .... Fayetteville . Do . Fort Madison . Do . Hew Berne* . .5, 849 7, 790 53, 180 6, 461 Do . . Independence . 2, 945 Do . Raleigh* . Do . Iowa City . 5, 914 Pennsylvania . ivllegheuy . Do . Lyons . 4, 088 5, 396 Do! . Columbia . Kentuck\' . Frankfort . Do . . Lancaster . 20, 233 9, 298 2, 550 13, 818 Do . Franklin * . 1, 808 South Carolina . Columbia * . Do . Henderson . 4, 171 Tennessee . Columbia . Do . Lexington . 14, 801 100, 753 3, 437 Texas . Galveston . Do . Louisville . Do . San Antonio* . 12, 253 3. 003 1, 570 Do . Owensboro’ . Do . W aco * . T,oiiisiana . Donirldsonville. . . . 1, 573 Vermont . Vergennes . ISTaine . Augusta . 7, 808 8, 056 8, 526 Wisconsin . Portage . 3, 945 Maryland . . . Cumberland . Utah Territory .... Do . Mauti . 1, 293 Do . Frederick* . Salt Lake City*. . . 12, 854 Massachusetts . Haverhill . 13, 092 * Has no system of city-schools. Table III. — Statistics of normal schools for 1873; from replies to inquiries made hy the United States Bureau of Education. STATISTICAL TABLES, Graduates since organization. •opniD^ 15 o o O OJ Tt< * ' ! ro 05 -j Ti« 00 CM -0 t- o -H Cl Cl 145 14 18 34 1 1- Cl •9ICK 14 o o O CO o 00 00 • CM l^ • CM TP r-l g CM t- ^ C3 (NO CO (M m 13 o o O to ^ rH 00 00 CO tH 00 r-^ CO CO i'- CO O CM CM CO ® p ►>5 P Students in course. •au9A pjiqx tH ; Oi • • 00 ; ; ?s • 05 ■ CM CO (M I'* • r- CO ' Tp ; . o -*^ o 209^ puooag H • to CO • 1-H 01 1 00 ■ ^ • to CO rH Cl 00 Cl CM tH 05 CO (M -Cl ^ (M 1 lO ^ (N •aB9A jsji^ e H 00 o to o CO 00 C- 1 o * to O O 05 O 05 05 * CO 00 CM 05 CO ^ * CM tH O CO • CO CO o Cl 1 rH I-* Cl ■F|ox a COCO^rHd^ OJCO *H rH CO 00 O CO O TP (OJ 05 00 CO O to O t- CO to CO TP rp rH -H t— Cl O to tH I--* TP 00 r-l C- to THrPr- ITPCIt-HtH tH»H 3 •6J0 1 -':^^nJ^sut JO .raqraufj ; 00 1 Ol CO CO r-< 0

    OlOC^CO-^T-HlOb'(M to CO CO 'COlO >2 I pa +3 c5 1 li r-l a a a GOQOOOX;OOGOCOCOOQaOX)OC. - - ) O CO t— ' 00 CO ' BO CO CO o BO to CO to CO 00 o CO CO ■ CO I- ' CO CO 00 : :0 :P •!^.3®g'cs£d©-. r-. I q| gl 3 ? ^ 3-S « 3 ® 3C! « a g 3_.2 g «.2'S S a-'? p S ^ir: 2 A a ^ ^'3-2 §'•'^'2 .2 S S p^.3 > r a a a.=« p ® ^ fl a M ^ g O-.M ; > ®;dJ t> . o £?• a I'c Prop ;s ;iiN ! rt : rtSpP 5P : 3^-*^ a 3 ^ ©.■2 CO ro ®k5 ^ O P — ■' *— ' (J s a o ® ,p a ® goj rtW o p 'b o P ^ 33 p a co5 a r-, P o 2 5P S^2! P'53 5 S o 2 =.2 coWft So a p o fe; += P -p ® p O PPJ ■2 P^ pCOW.2— o 25 a o 3;z a o.a ®Pr^ IS| o ’£ - o >;C« 3 P< ^ 2tii;§ § 3ll i oPPPP rt c o . . «3 £ . r 2'rt o'® p • g p p ‘P O 2 2 2 »eb i?p^g2 p 2 p 2 P - p gCirt •g^p a a S "a .? .p L? P o2i o 'b P ■ -P ;CO p P'S a ^ p^ ° ^ p"2^ ^ -5 2 h ^ i-ill g 2 pW P a 2 -p> a 2 ~ “ ® o ® P 'joqran^ 'LP-ot-boesp;— i-Mbb Table III. — Statistics of nonnal schools for 1873 ; from replies to inquiries made hif the United States Bureau of Education — Continued. 574 REPORT OF THE COMMISSIONER OF EDUCATION. I = o •0n?rv; ’moj. O M O W O O (M O O (M o o t- o OD r- ' O « 00 O '?J (« c> (N I-H LO LO rl •JB9A pjiqx MBaA paooag I'- • O • O 'F40X O 00 • o o o 00 o : •SJO -lon.i^SdT JO joqmu^ ■Aid •9J13JS O 'OOOOOO .o o o o o o o o o o oooooooooooooo i> o? o ^ (7^ lo o o o ' o & H o Ph 03 cS ’ Ora2 5 hD ^ s so oo Ch’N ■ zco p 'SgO 5^0 .. O © o o o M ® ® S 323 «© © a- 'rt 2 2 3 Hill?. ^ 2 ^ Cw - £| m£m, ci ^ ■ m2 i O ® 2 ® 3 ©_g o”^ 3'^ ® © jMco^S fH®MM 323s235||aa 3 3 ^ 3 3 ' 2'rl2'® ® 2 ■ 3'=i M © a M ®1 a F Cm O O 1^.1^ n ^ 3©|®S523£«2 o5:h hP r3 ©I C3 ® o ® a pH GE>?^-., ccogo- a *=> ^O? , J^Mt ; Fj © © i 5.2||^ ■f^^MMl ^M a -2 5-^ j P.O a I'S 3 3 !•“ o o © a (-1 1 *"^1 ^ o ^ £i^ -^5ra i2i ©3 O O s-i “ c 5 5 ® 2 o ft ^ ^ t/3 C CO o CC •joqiunj^ CO CO CC CO CO CO - r- OO oTi o • ; I- GO C2> O • LO O LO O liO iO lO lOi STATISTICAL TABLES. 575 ^ V,* w « O 00 CO (M O rs • O CO iO o oo'^coooooi> O O O O lO — « o O GO O GO r-H t-H o Ci t- TPi0 00G0OCiOOC0 1^u^(MC:> fl d ot-(:MiOi-Ht^Qoocoioocx)C^^>— j 00 rH T-- r-1 • CO CO 00 • i> o :rfQOOlOCOOCOQOCOCO ooooooooo ooooooo ooo ooooooooooo ooooooooo o o o o o o o >000000000000 p SS O O O c oociooo^ooooc ooooooo EH« "1.^ < r -r .- ^ s -j:; s occ — 2 n'g; J ® O.'H s o «gd5 a ® ;pq g - • :S<1 Jsa|®3 1-41® dg l-S^SHS-a M'Si%rj§0 O o oo'^ :=! -; ■ ■w hH ^ ldd I-HCIO LOOCQt-(— lOOCOCTJOt^ 0^0 • o £- CO CO CO c^ cc CO CC CO ' 00 GO 00 00 OO GO CO 00 QC 00 00 00 GC r- o CO CO CO CO : OOXlQOGOCOOOaOQOGOGOGO’GOG02^2222222222 00 1 CO >o j 00 OO < CCi -H Ci o ) CO 00 CO 00 GO CO CC 00 • 00 CO M • • ■ w • • • • r ^ I . ^ a P2Pn ^ ^ ^ ^ 2- 2-1 -2 fl a 111 1 1^ |g:2galg®® 05S .O o o _ 3 a g -^-a a" ® -'X 5 '■_; o a- a cs 0^3 -■— ® 2 S 2 a-S 3 3®2:g ■- :j K (-; ?g o Ph ^ ■ a • • ' ' a - a a ’ ac,r3 d S O d d P r=» ^ a 00-3 a • a ® c3 MPh^I j a a ■' ; * E:^ 2|l S a a CO «£ : -H=^ :0 ;a -a a: -£ o & 3 a'^ S a o oq _ a 3 2 .2 • 0-2 Sl"? a- >®q qlSt^SJl-a ii-i3 racoojpqOf^t^; ! P _a f-i '3 o G, ® S ® a l-a S'" a a -a a,-— « ^2ga“ Hip rS ^ 2 •§ a © o ci 3 ® 'Z'Z’i^’Ti'Z m a a a -a la II a^ ’a 5 hSI ai^ o a fflCO a art CO fc£ .33 :co3a> 2 a otS «> . ^•a a a B H ■'u a — t- O rt ® |23§ ; a o„ o 3 o § '^”il 2 o a aaS i i a 3 3 ^'P 3 O CO ^ s 55 — 0^2 a ^ § n > 3 ® C a: ^za J^iOcofs) 3^3^ s od --- )3 4i 5 g "« a 3 g a ® ® a a 2 > ab-i^ o > ’a P ®.-2 B p 03 a ^1 a III t> a> a^-:2 3^§ = as'g^ ■o '3 P 5 a a a iTi. 3-2 o p d o - a O •a ^ o ■a a (?i a -2®^ LP -P ^ dO^ 73 ^ c^ s _S M ^ P ■O C d d ’2 - ^ ? t jc 5 5c < £ 9^5 pco a ®; a b- ai a C P a; - , a ao -. ap^ islill'''"'' >..3^-^"coi:; a®. -d ~.® 2 o 2 a ar-aacBa: A'^ 3-2§3'a-g; a a 2 o 3 a!Zi ol 2 pa a-3 a.a a a P I^?s!^5p3 g J: a: o PPM a -3 I fa Up 3 2® ■a 2 a dPM P ^ o -a i S 2l 2’ /a a;000000 Table III. — SiatisUcs of normal schools for 1873; from replies to irqiiiries made hij the United States Bureau of Education — Coiitiuucd. 576 REPORT OF THE COMMISSIONER OF EDUCATION. Graduates since or¬ ganization. •otnuio^ C'JTFIOO -CCOOOOi C4 ri • rt CO (71 0 •oi«K 14 •-H ;C X' LO C5 i'- 0 CTi IG rH T-t rn i- rH CO t- 0 •1^5 lox w ?7orooooocGir7o j C7>COt-HG'it-CO 0 0 Students in course. •jua.i; pjiqx 12 0 • lO 0 0 CO 0 LO •.n?oA puoDOg 11 0 0 LO 0 • 0 1.0 0 OJ 0 » (7t’^(?i^ •?OOlCO(7i"Ti-H • •joeA jsji j[ i ® O) no lo 0 • CO iio 0 10 0 0 • /OiCOXO •OCGXr-tOr-l • tH • CO • qnjox Si X X 0 ^ 0? 0 r- 0 X I'- 'G> 0 xt-oioco — ocoioocoici ^ r-l ^ 1-H 1— 1 CO •SJO -jonijsui JO aoquin]^ OD ■^XCOO -I^OC^OthCOCO Annual appropria¬ tion. •Atg 0 .0000000 • -o ^ . • • 0 • * * 0 I i ‘ (7f 1 ■Ajunoo 000000000 • 'O 0^ 0 • • ^ : i •ojnjg «l 1 0000 0000 • ‘O ^0 0 • 0 0 0 • • uo 0 ' 0 0 • • of CO • of co''io' • • : : : p o M s' 9 do; . • ^ c3 N ^ G C ^ 9 « § so g c<^ ^ <3 o c; o . hO ■noT'j'BzuiB.tJjo JO 9J^’o; OOCOQOOOOOCSQOGOOOGOOOQO t>’^ ^ 5 ^ ^p P C ^ S o t. q g j CO k 9 ^ g o a 2p 5 ® g Pg S ^ ■ m Is r=J a O S ' wo Is o jZiCO 19 § a §l_ Sj“ cos ■«_ ^ 2 .3 g s o^S s t> S CO ® 4^ o Cj a a 2 ^ ® o c 2-3-3 - d3>^1^22§ CO a” ^ 5 -2 « 1 j g 0’^.3ww^-3 P.O pea a-g g^l SfCll i^2P“ 1-2^9 S ^ 2 S 2 ^ §f?KlKC^il ^ O •jaqmnj^ 10 CO CO Ci STATISTICAL TABLES. 577 o > X o !zi >5 01 s > 5 o o S H CO Last Thursday in June. Juno. June 15. klarch. January and Juno. Third Wednesday in June. Last week in May. June 25. Jttne 30. J line 30. December and June. First Thursday in Juno. November 23. " Second Wednesday in Juno. Juno 25. Juno 19. Last week in June ] July. July. Scholastic year begins — 34 First Wednesday in September . October 1 . October G . July . February . First Wednesday in September . First Monday in September . October 1 . . September 1 . . do . First Monday in September . . do . . do . September 1 . September 8 . . . First Monday in September . First Wednesday in September . September 9 . First week in September . i uoT^nuimn -X9 JoqpTnj!:^noq:jTAi.spoqos uom -moo ejnrg ut ipno:^ ea^junpu-if) CO CO xoxoxox ;o ;o o o o o o o o o ; j osjnoo J.O uoTp^d -uioa no suuio{cItp OAtaboi s:^^9pn:’g XXXXrCiXXXXOX xxxx x X X X o i iiOTiprat^s -u:T9T{q.oa paqonjra'TOoqos lapop;: H X ; X X I O ; O O O XX ix X X X X o i cumscauiIS n s9SS9ssod tooiTog © CO o o o O ; O O O O o o o ; o ooo 1 o JO ranasnui n eossassod jooqog © o o o y X X X O O O X o X X o XXX 1 X jsnp.ieddn pnn jauiqno oxqdosopqd n sassossod jooqog GO 0^ X o o X X X O X O X O X X X X O X X X i Ajojuj -oqnj oiraaqo n sessassod jooqog i'. ox X o o X X X o o o o O X X X X O X X X O 09* § j S T qBjuamnijsui © ex O X X ; ; o X X o X oo X X xooo xo qcooA LO 01 O X X X X o X X X X xxxxxxxxxx ^.c?ntAvn.Tp-pu:nq-a9jj .loj sojd -uinxa pan ‘eujn.inddB ‘sjsbo ‘sja -pom JO uoijoanoaBjooqosaqj sbh ex O O X O X O X O O X o o ; o ooo ; o ^jqSnnj gatAiuap sp O O X X X O X O O X XX ; o X O X X o •juapnjs qoua oj asuodsa jcnuuY ex ex o ooo -oo too ^ O t-i o too r-H o t-1 Ol • 01 C? 1-1 ^ • 1 • o . i-- 0 d 200 1C2 o o o o o to IC o o o § •uaqnj sauizBSeui ■jtuT? sjnnjnof jBuoTinnapa .loquinKT H • • to oo Y-1 • C7< O • Ol ■ . rH I I-H Cl CC ; o o Tj! ; g ^ Volumes in li¬ brary. •sqaow OLooSupaj 1 i ^ O • • iO o • o o • • Oi 01 • o Cl • • ■ cc o O O d cc :c o lO • o CO CO to 1 to o T-L9X ‘t;T jaqojoQ oonis asBajoup 19 . , o s i i r M 8 T9 100 54 900 •jaqranu ajog a\ 18 1, 500 0 o o o o o • • o o o O O ' ' to CO o tc i'* ‘ • O • • O CO O o o c? O to 1-1 Cl o cf O 00 o o • o r- o o • o Cl Cl Cl • •jeaA oijSBjoqos ut sqaaAi jo aaqum^ OOOOOOOOt^OTTO OOt^OOOOO'^O •asinoo ut sasaA jo .taqumjq; H nn ■ Cl Cl Cl M 'S' • lo ClCCrHCCCO^d'^CCTj^ CO i-T •aaqranjq; THS^CO'^OOt^COCiOi-«0?«T*5 ir.;:; cdpq 4 1-4 l-j lai r|r|’-5 K m rg o ^ ^ c3 'a CO ^ 1-5 • 6=^ n CO f I 5r5 O =11 Scholastic year begins — « September 18 . Third week in September . Second Wednesday in September .... First Wednesday in September . Last Wednesday in September . September 1 . . First Tuesday in September . First Monday in September . Second Monday in February . Hr'.f'.nLAr September 15 . Second Wednesday in August . August 26 . A 11 (Til at, 90 September . September 1 . October 1 . Second Tuesday in September . September 4 . . . . February and September . August 28 . . September 1 . Third Tuesday in September . August 20 . . .' . . do - - • . 1 noiinnuun -xa aaq;.inj jnoq:^iAi g[ooqos lioiu -moo a:t^5g rii qono; soanupn.if;) OO X xoooo o OOOO XX oooooo xoo 1 0S.inoo JO uovja[tl -oioo no SBcuoidip OAioba.i s jnopms 1^} CO xxxxxxxx X X X x X X X X xxxxxxxxx iuoi:pHt^s • -moqjoj poqoujjB [ooqoe i9poj\^ H 1 ooxxoxox X X O O X X X ooxoxxxxx i ranisnuTuAg n eossassotl looqog © CO OO xooooo o 0X0 O O O xooooo OO j A'jojsiq ic.iujnu JO ninasuui n'sogsossofi looqog © ! xooxoooo o O X O X O o oxoxxoxoo i eujcML’ddn pun joa:qno oiqdosoxiqd n sossoesod yooqog t» ! 0? i xxxxxoxx X O X X X o X OXXXXOXXO i Aiojuj -oqnx oimaqo n sossassod lOoqog s xxxxxoxo X O O X X o X OXXXXOXOO Is music taught? qn:^uaranj:^sni ce ot OOOO X X xo X X o o o O X OOOOOOOOO 1 qnoo^ « ooxoxxxx X X O X X O X OXXXXXXXX 1 gniAiuup-punq-aauj .loj ea^d -raexa pun ‘guju-inddn 'sjeno ‘S[a -pout JO noT^oapoa v, jooqos oqj snjj 0? xoo xoooo X O X X O X X X X X XOOOO i jqSnnj SiUAin.ip sj CO 0^ xxxxooxo X X O X X X X X. XXXXXXXOX ■juapnjs qana oj osuadxa [Bunuy ot O O O o O lO o O C? lO '7t O O O 1-0 Cl t-H 1- d CO T-- o no no t-h t- V ooooo -ooo O 't' no • O CO lo r-t iH • d r-l — 1 •naquj eauizuSnui pun e[na.iuot'{nnoijnoupa .i^niu»q ac ^ • o o o o o ! ^ o d CO Cl ‘ (>• o no o o o d o r-H • ^ Cl J Volumes in li¬ brary. •sq.io.A oiSoScpaj © 0$ O • O O • Oi lO O • CO O • r-i 1-1 CO • CO *0 lO O d Cl CO no O d • t- o o O O O d o • no no o O no 00 no • r-s d d 'ZLS\ ‘CT aaqotoo aanis asnojoai 19 I o o • • • • • Cl • • • .• o jO lO Cl • LO r-H . d o o no . O O • - O O no » . Cl • • O t-( 1 •jaqranu aToqA\ IS 450 314 700 1,000 500 150 o o o o o o O lO O O rJH CO O O i- CO o o o no 3 1,400 1,078 12, 400 4, 500 50 2, 000 212 800 M oaA •aijsBioqos ui sqaoAi. jo jaqiuufq S 1 OO-cTiOOC-OOd Ct> ^ CO O O O d 00 CO o T}< Tt* Tf CO CO ^ O 05 CO OOOOO’— aca{^COC50— IC^COrtoOOt'-QOCnO-iCiCO^’i-O^^QOOQ ClCitN'5-s a ,s t^.a >;- rS S'- S_rt o a o a ^ ^ ^ o o C«2 a a S S S 0 0 3: 2 £"2 0^ - -S § S “ i o E, ft ctt-i 73 0,9 a o ‘. 05 OJ ,2H ^ ^ Oh o P'3 r-;MpCJZJP;^co;4 o g 2 groH^^H g aaa3oooa+3a;^ ^ o ' — 1f a M - ' ' I ft o u ~ TO bio o a 5 a © o o •'■' p- •-' © P^<1a20c/2;/3!y373faHl-!^72 |s = 2 § Hg^ +S © +2 CO 03 © iat5 1 1 aoTjTjnicuB 1 -xo,Taq'',.inj!).uon;TAiS[Ooqosaom || -inoo trCtjo’ea'). saifBnpujf) | 0000 X X XOO XO XO X X XO X I X 1 osauoo JO aoijo^d -luoo no sBmo[clTp OAiooojsjaopnjg 5^ xxxxxxxxxxxxxxxxxxxx 1 1 UOtJUJlJS -ni oqj oj psqonjjT? tooqos lopoj^ H oxxxxxooxxoooxxxoxxx j nimsnaixi.£g v sossassod looqog © eg j c 0 0 0 0 0 0 C X X 0 X 0 0 X 0 0 X 0 05 ^ i^iojsiq jBanqBn JO ranosnca n sossassod xoo^PS Ch 1 ^ 1 ooxoooooxoooxoxxox X 1 siijojuddo pnu joaiqna oiqdosopqd n sassassod jooqog GO . j ooxoxxxxxxoxxxxxox i, A’jojb.i -oqT3{ oiniaqo n sassassod {ooqog I ooooxxoxxxoxxoxxox 0 Is mnsicj taught? qujaaranajsui 0 X 0 X 0 X 0 X 0 quooA X 0 X 0 X i X X X 0 X X X X SZ j,SuiAi.u.ip-piu3q-oajj aoj sajd -rauxa pnu ‘snjoauddu ‘sjsbo ‘sja -pool JO norioapoa u jooqas aqj sun 0 ;ooo ;oooooxooooox X i jqSnuj “niA'-iJ'^p sq eg j xxooxxxox'xxxxxxxxxox •jnapujs qoua oj asnadxa juunuy « • CIOOOOOOCCOOJO -ocoooooo • T— ' 0 Cv? 0 0 c:;> 0 0 • 0 cc 0 0 0 •^T-^r-4C'^^T-l Cir-4^ • 000 0 • 0 • ct.5 0 ^ » Qi •aaquj sauizuSuni pnu s^Bnjuol'iunoTjuonpa .locpuiin H 0 • •CtC'JCMr^^^Oi-.CiC-OCMO -O ■ ■ ot • Yolumes in li¬ brary. •sqaoAi oiSogepaj 0 • • -O •OCJOO'^J-OO OQ ‘C- r-t • • • Gl > ^ ^ (CiO^^C^O ‘CO 0 0 'ZL91 ‘QT aaqojoQ aatiis osBaaouq 19 0 .Oirj 000000000000 -o « LO Ci 0 lO Ci 0 0 0 0 *0 • C^ rH rl i3 T-1 i> • ic •aaqranu ajog A\ 18 0 • 0 0 0 0 0 0 10 0 0 0 0 0 0 0 -o 0 000 o’^CJirio 00000 ‘o Ci • C» 00 0 0 0 rH tH 0 0 0 GnI CO 0 ' O • r-T r-T CO" CO" o' ■ cT 0 0 c« •ana A opsBpqos nt sqaaM. jo .loquinn 17 r^GOt'-O 000000 iOOOCOOOCOOt-O COCOCOCO'^’^'^CO^T:’Tj^^^r3r:i'!5<-^-^CO'^ •asjuoa UT sanaA jo aaqninj^ H Cb CO M cn H,'C1?0 COCOOiCOTf^Tj-cObO-cPCOCMr- (A CO Maquiu^ 0— 'CirO’^OOO'XlOOrHCMcCi'^iOOi^-^X/O OOOOOOOOOOT^i-HTHT-lT-lrHT-H*-4r-irH g o o o o Bg^_gs §'a-a g aT .a ”-2^^ •-« ftaj I ^S'Sj I r-H >i-5 cr; o . ro c3 ;- 3 0 H tS 3 I ®3 ■^'i 2 aT oj ’ o -4-3 35 o o ^ |gfa2 s ro a3 J aft a,-^ft 5? a cift^ 2 a ft ©■^ 2oh Moi _ a: o at^ - o ® oft g '-a^ 2 — ft a c 2 ® .'a a W'^oft a 'o'S 2 o © c 9 c-i rPKj a ® ai^al ^ ® CO >-^^ ® g ft a ro g 2: SI-|S a 5-3 a I tfj a 00 c; 3 ij’a'a CO ^ a 2. ©ft Om jT.g ^5£t-S aS ^ a.3 s . , ao § Mat H40.2. g a 3 ; 5ft,§-3i !-§ a! M 0 j^co i 03 ’a - a ^ w - t^-g a “ 2' rid a a a a a o bC 9 ft I ^ s ol. .g'g s ^ P'S gap; a P ©ft.®’ M a 2 P g ' a ^33 P P 4-3 q; a'ft'-a a '^1 bjo a o Sh ‘*-1 © a ©5 o i^.Pj' © OT i>. a ' P tc^ g gC Is'g a a- g 2 ,r. bX)'- pO PrP 2 a a - V- -g O CO « g © © — t ft^ s g C © '^ ci 9 a ft-2 ©-^^ ^ S ^ fc/3 a S ■§ ® ^ c r2 Pft O § ^ ft r a g “ ^1') M p Table IV. — Statistics of commercial and husiness-coUegcs for 1873; from replies to inquiries made l)y the United States Bnrean of Ed STATISTICAL TABLES. 581 a lie-port from the Bureau of Educal iou for 187-2. h Closed iu October, 1873. Table IV. — Slatisiics of commercial and business coUefjesfor 1873, 8B[ -oqos ni sq99.\i jo aaqinn s[ is O C? CJ O Cl CM rji c:: Cl o • o TT LC LC lO LC CO lO O • Cl GO O 00 Cl 00 O • Cl O Cl LOTPdCOLO^ Tp 'lO^O •osano'j ni sacaA jo J9qninj>;r iH Cl ^ rH ^ . -<« . CO I i cT CO tH 1 1 12 h-h 1 1 Number of students. •Si8I ‘St -laqo; -OQ oouis oenojoui 1C TP o . O CO o o o • o o Tp •joquinn oyog a\ Cl 00 Cl i-c o oo CM o ^ CO o o o o o o ■ o 460 •qstundg uj CO o o o • o to Cl O d o o o •qouaj^ nj Cl o ; O O ; o • Cl CO ® d ^ ® o •UBOiaa^) uj H ■ o O ; o o o coo o o •9XUU19^ s ! i" lO 'O O CO cc • TP C O CO Tp O Cl o o » ^ CO CO CM C OTpOOTP-1 lO — LOGO CO O CO 1-H Cl r-i •9I«H 1 Si 1 o o I'- RC CO r- 00 lO Cl — 1 o ^ o o ^ Cl CO rH CC Cl o CO o o i Cl CO 2 ^ 00 -g o o C5 •r o o o lo o - O X> O CO CO Ci ^ CO ICO COTPCO"^ ClCl 1 ^ 1 0>X)ClCl O Ot-hOi-h^lCO OOOCiCSCC’-iO LCt-hO^ LCOCCTf Tji rfOO^r^O?^ 00OCRt^Q0'^CD*O COOCOO rHClCO— 1 Cl d^CC rHCl^ CCCO ccci •s.iopu. -Ul JO ■ 4S 1 -oiurao J 1 i>> I O-O-H • .OiO-'O O.OOOCCff^r-i .-1.0; ON 1 •’JU^rt 1 1 ” d OJ o Th c« « ^ d -( o a< -O o c- o CJ o • Cl d CO G.I :a S != §a R d ££ a" © o.a a -2 tR a ® o ad !z;!hro : f § jl^ • 5 Id a o a d ^ ^ ■5 M ^ o d ©' i a ^ .d ‘ I 0.2 ; a da .a G.ad ® ® ® PddSddd c q d ►-'d d S d d OJ I=q o i I o a o dWd a-a 5S PR "o O d a ll, I'd c/2 d a CO c3 dd • ftH : g ;'o o o'' 1|i« g '§ O o i o .a fpl I O ® !Z3_ CO 3 9 0.2 "3 s I .a a 3 oog^ J id|3g» a a _gc3'® d ic a M -g £ £d3 fccg o ^ 3£.9^ dddo d §,tj; oAcSo ® 3 53'“ r-i O .'tl bC O a d g 2 a o '^•9§-g O 2 “.2 g ®d|2§ a a X - -' od 2 == O Sd o ^ a 3 ??d 3 CP ^ — cp d a^ S-g c “ d3dd^ d 3 ^ P .2 3 2 2 a o ^ be o a I-' gd o .g e+H a od'« togas .2 ® d l-aSsS 3lid| a , • ^o .-I d O . O ® d OdGOPH o o "o ’■n o CO o ^ oPg3 g«l S£P o to Jii 0-3 .oO a : ”d ‘Is CoO RQP 'Sdog.g S a o: CO g p OJ CP ■§ c-s.ep w CP 01 02 a-a ^ ad.d S o a^d (B ad O a CO p-iE® a a a a Sm •jaqiunx iO O i> 00 Ci STATISTICAL TABLES. 583 o o o h- rr r: o CO o CO o"" o ^ to lO O LO O lO O LO lO O O iO o o o o rj* o O O O O rH Ci Ci ‘ O O 00 ' LO lO rr lO o O O O O 1.0 CO »0 CO o t- ) o o »o o o O 00 O (>? Oi Ol 1-". CO CO Ci Ol ^ o o o o o o LO T-H O CO 1 ocjOrHri - o KoO 50'S o o-3Co pp PmHP _j. a ^ o ^ go oP.5 P<1o 205 S? 5 5'3'2 §5pp pS .s° 5 oP^c»5bHn^_2 -oOgrO ^ 5 CD P '~ '[gOPo ® tli'^ bC © o fcc bc o © « O' ^ _ o o p O fcJ>-:< ttOP |C. ® o a ^ ^ o ^ o 2 g o=<^ . o U S oO p„P (O O 03 C ® H dP gP.9 bD SO ^ m 00 ' bl;0 C1.^P © ^ o o g 2 «3 ® ^ CZJ tcp fcc fcfi o 5 P ® o O fcc ® Pot 3 O 3 fcOP-'^P bC O'c 'P^ P ' '-' • Si a 'O ^ p P “O <^7; ^ S •s^p a ,9 CO _ — I O ® ® ' C/3 ^ M c3 _.2cq g ^ S'i^'b'g’S'sp SoP g'gPp |P a 'a a §'5 ,2 g § ^rt^oai^gPcD c‘::;5P.~orto3 oa^pqt^hNPP Taulk IV. — Siaiisfics of commercial and hnsiness-collegcs for 1873, fc. — Coiithinod. 584 REPORT OF THE COMMISSIONER OF EDUCATION. •juopnjs qoua J.0J notjtu^ JO jsoo [«uaaY IS o o o o L-: o CO iS r-i 100 o UO o o LO O r- rCi otoooo -ooixor^ VOi>t-OCO mcoA 04sut -oqos ni sqoojA jo .loqninjq LO — Cl O LO o Cl ^ LO O CJ ^ o ^ CJ o C5 CO •osanoD ni sjuoA jo jaqranx; <7t a T-( Cl . ■ • Cl d • • H,n 1 1 rH » I ! Volimu'S in library. ■SiSl ‘SX •i3qo+ -OQ ooats osuajoaj 200 O -T . . CO CO • • r-i • o •joqianu atoq^i 500 K=> a o o ■ o s 02 O o; •qsiu'BcIg aj 1 2 ct o o O O . o O ; s ^ •qaaai^ aj 1 2 c- o o o • o o • o o •araijaQ aj P 1 " o o o o * o o • TT O •aiBuia^ S n CO :o o o o o Cl ^OC'lOi.-^^OCOOCO — CO LO CO rH •aiBK j Si 1 1 " t^ co cn o cl o 00 )0 c- CO o LO oi •>::) o o 00 o »0 ^ O 00 O OJ i^ lO O CO GT. CO CO r-i CM T ^ •isxoi 1 “ 1 " GO 42!) 300 OGO lOi'- CO ^Ot^CMCOOO — COCO O Cl ^ LO C5 O (M c. GO LO f-- -i CO CO tH r-1 (M ^ ^ SMOJOli. -at JO i|S 1 -airaia^ [ | o cj o ■ o O ■ Cl O 1 ■ o o o • O 1 1-1 Oi ■‘^72; ! ■'^[Bi\[ 1 53 1 '3' -cf* ca o CO - ^ ^ CO COCMCOr^ CO ^ ^ rH P^' ' O'! < 1 9 o • r^r ^4-^ ^ a j: ^ k P ^ tH ;3 o ^ o ^ S^lzj a r2 G3 ^ ra o' o a yai c’j 2^^ •ao;4TJZinB5jo jo o^iQ I S M r: t~. CO GO r- t" o o o o .-I t- r;? C-. o lo t^ OOt'CC'^t’OO-OO 00 QC 00 CD GO CB 00 00 00 CO •jd^uqo JO a:^i3Q; a o 4^ O > 05 11 _ -jp .2 :HSH o S cpqa: § . 6 B'^P, a o si §g I s «S OcO II a 'n TH CO UJ p a fcc S.5i^ c: cc ^ B o2 :p;' So o 7! g O 0 c --0 a I-' a P>i o KPP.-S g ro'^cSSar-Oa g S w.a :g 2 S j- ^ « I-. ^ g g o pq pq pqoMdt (/: ;-( © tij ^ in ^ H ri xn-o if CQ 5§ £§ P "a ^ ® 2 SS' ^3' fcc tc > a 6 S)||' : agis :=l'=qaail| cw:r:0'^4i' Sgo^'slg _^'-®0.2 2 S a 0-0 a 2 rt’Socro^’Saaaagj^ -Mo«a3aaa^S g.2 3P = 5=^ s7 pilllSgSaK “ i a"^^ 5 ^ o a 7 a a •ett ^ o ^ 5 a CO a: 3 O C5 ^ 02 ^ 1.-^ :::; w o pq pq i-q O COPa O i-s ^ O •jaqranx STATISTICAL TABLES. 585 586 REPORT OF THE COMMISSIONER OF EDUCATION. o s 00 .2 o •aBoA © o r? o -x — * CO ^ CC o o c: CO o o o *T CO Tf "rr t:' O CO Cl o ^ oijSBioqos m sqaa^ jo jgqran^ •osjnoo III ejBO.? jo jaquinx s TT • 1.0 • CO 1.0 t'- X • X ; CO UO CO o •SllJlM -Bddu pnB joiiiqBO oiqdosopqj X H 1 X o o ,| X : O X c: X ! O X O O O X •A’jojBJoqBj oiaiaqQ i> 1 X o o ; c 0 X 0 0 o o o o i jqSuB; oisnai ^Bpiaiuuj^sai ej 1 > : X :oxxx X o ; o o ; o ; X X X o i jqSiiBj oisniu xbooa ej ; c: = X X X ; 0 0 0 0 X O X X i, jqSuBj SiriAVBjp sj O O O X O X . X o X X o : X ; X o o o ■JB9A 0IUI9pB9X^ JSBi; JO 9sop 99np uoi:^nms -ut OI9JJ 9S9[109 p9J9)aa; H I 1— < • 1 1 5 13 J 1 Cl O T-t . •S9.o9q09 UT 9SIU09 oqpn9i03 .TOj ’2aui!d9.ic[ i 1 0\ Ol LO r-^ • Cl • *0100 51 1 0 s 3 •929^09 JOJ 2ai.IBd9Jc[ H t=H 1 O X CO O CO CO 1.0 T-< O O CO • CO t- o T-^ r-H . t-. 01 CO o • d o • o zn •9IBra9^ s 1 •9IBK ei p > CO o o — < o ’ O O CO ^ rH o CN ' rc o CO lO C- O 1 Cl i>* CO oi CO O O X P o CO O 1- CO 1.0 CO :§ 1 rH •eao^on.ijsni 9[T3ni9q; 1 QO 1 . CO -H — 1 . . • . Cl o ■ "^ ; : : j •saojon.ijsai 9pxq | 1 ' cbi cN CO CO o< 1 Cl ^ C( Cl r-l Cl CO to Cl CO •noi^Tjnimonoy snoiJJipjj •not^j.Bzm'eSjo jo 9!}.i3C[ •J9i.iuqo JO o:^BC[ •joqranj^ • : bC ■ ttbJC . , O .CO P-i ■oPho::;^ : ^ : ^ ^ ■ o §oo2 Sh • -• 1 sq : : in S-r-S u 9- fi H 3^".S o ®1 !„■ : I '3c 13^: 1^1 - ^li ^ ri a < in 1-^' Tn o 5 a" o 5 : i :004- O C5 ( > r- r- CO ;o c ) 00 00 00 00 00 { O c.. . s' bJ:i i-g-g^i-q o O ^ - * : .5 s ! « rt3 rt c5 ® fl »r-l rS 3 ^ l^2pia^|w*i .-!wl^^1l”SSi^iieii " ' : I § 2i OMp4^^J^PPOOPPP^Hd ’'f Wd J C3J- Is £ s*^ «®5 pqc^p^p^ paip 1.^2^ CS S o a a s g o d'g a gS-cT ^2 5-^ ®0 ?! 3 'cEtt.Poo. 01 a a'*'^'^ 2©o®a®ao3 POP^^;2P=hPP o' 9 o' p o ^ o o o o o o a g g a s a 333333 ppqpqppp g2'S'3^2^o3V-S3^3§3 ^^■-S|2i^^®|||||i||§■.o Pl^odoHMoPoQp^PPPHPPWco 3 ^ Slzi g32 2 ' ' H<1, S 23,1 rt3Wa2'-s §3P;^ « *o! ® 3 ® 2 ^ ^ V..9 CO ® M p ' 'I'S.s^ § i'S ^p--3^3 &a o il^ll§isl&s.“|llll-s^ PoSoCPOP^WOPf^P^WcOr-mr^iCO - - 1t< CO -a* >.o o 1^ "5 ^ => ’-"2» JO -f : |p“p 5 ® Sfcd; ®p g 22 S 5"^ !5 ccJ5 q> cS O ;^6;^ Table V. — Slatistics of institutions for secondary instruction for 1873, tfc. — Continued. 588 REPORT OF THE COMMISSIONER OF EDUCATION. •jitoA © cooor^oooocioor^ oo^ooopoo 0 0 Oi 0 CO Tr CO ro o^SBjOTios ni s^iaaAV JO .raqrnn^ •osAuoo Til eiBoA JO joqmnx © r=i ♦ CO ■ 0 CO 1 0 ; CO 1 1 00 1 ^ 1 • CO ^ ■ • TJ' •* •en+T3J -■BddtT pm? joaiquo oiqdosojiqj 0 X X X X X X X 0 0 X 000 X 0 0 0 X XX i 1 0 I •AiojTJjoqBi oiraaqQ 0 X X X 0 X I X 0 X 0 000 X 0 0 0 0 X X X X 0 0 j q.qSm5j oisunr x^jnoranj^sni sj 2 X X X X X X X X ; X 0 0 X 0 0 ■ " ■ X X X X X 0 1 i jqSn'Bj oisnni ^boga sj 1 X 0 X 0 X X I X ! X 0 X 0 0 X 0 0 X XXX ; 0 X 1 :jq°ii'Bj gntAS.'Bjp sj ^ 1 X X X X X X 0 X 1 X X xxoxoxxx : X XX ; X 0 0 •JBSA OUUOpBDB JSB]; JO 9S010 oonis noiBniis -ui tnoij oSaqoo paja^ug; eo 0 ‘ CO 0 al c:^ 01 CO CO Ci 01 0 • ^ ^7 C O 0 'cr 0 0 T- 0 ;a •sasaqoa ni asanoa ogi^naps joj ‘gni.iBdajg 1 I 0 j • j-5 CN T-^ OJ 0 1 ; 0 0 0 1-* 0 0 •agaqoa joj “niJBdajg H H 00 • CO Gi 0 • 0 0 ' CO 10 1 14 11 225 15 11 20 0 CO CO 0 0? -N Ci T-l •atBoiag © 1 •3I«R © 0 CO CO 1“- uo 0^ oi 0 0 01 0 EO CO c; ^ 0? oi LO — ' CO t-H — ^ ococooo*^oo~-co COOi'^lOrH(OllOG'?J> 10 0 LO 0 iro 0 CO J> 01 G^ •s.io^onnsui 9iGca9^q[ | Xi •s.io:tonj)snT 9[bi^ 1 CO o (M GO c': c-i ■ n ao ccococ5-3c/} 0 . Vi ^ |3 IS p 2 a5a - o-jAis M • 0 'iI0i:^UZUIU.^.10 JO OJ'SQ • c; CO ■ 10 O O O 'O ■ CO GO 00 GO OC O »0 01 O C^ O CO ' (M O O i'* CO O '■ ) O O C' CO CO CO CO *0; t^ COOOOOCOQOOOQOOOOO QQQOGOCC-ODOO M8:jTuqo JO ojua; 2 5 0 o^'3 >: 2i;3:3^r5oS^oo o O O ^ O ^ ^ ^ cocooooo*:^ >H >H tH >H (Si ^ [^[zi:z;^lzi:zi^;zilXi § § o '§f’=J‘ o o o.g = g Ph P^ &2 iz2 .V2 >> A A- ■ ? g'c (— i S 043'*^ ^ S o^-g^'S-go'g §'P3^ ^<1 g o c-;3«2 G 2 5 g J® uj rt . W g 33 -E® ^42 30 & G '' lll'i= g cd s i ^ ^ : >2 ■ o :pp 2 c. O ® :3 01 ■2 3:'c- I O '!3 * Jl-2 -Arf xfv ® g fct; oP-tAP-'S ® I rt _ Si i 0 ©i 5'3 a2oHpM«ipRt>yc«!zio oRPPAtqg^P4pL| •joqian_tl CO CO Ci O 1 f-QOOO^rMco'^m J>J>C-GOQOOOCOOOCO Irving lustitiito . I Tarrytown, N. Y . i _ il838i A. Ar STATISTICAL TABLES. 589 'OCiOOOO ^ o O OO’ rr tt ■V • ■ 0 • • 10 1 cc ’ ! ! ! ! ! 0 0 C5 TT> CO CO ■ 1 CD COtTf-rreerp-TLO ^ LO'CO -X’O-O ' • CO CO CO ■ - L^ . 'T . . . . • . C3 ; XXXC^OOO X X 0 X 0 0 1 0 X X xxxx XXO X ; XX xox 0 0 ; 00x0000 X X 0 0 0 0 ; 0 X ® ', X X 0X0 X ;xx oox 0 0 X xoxxooo 0 0 0 0 X X XX :xx X X X 0|o X XXO oo| X X X xocoxooo 0 0 0 0 X X X X X X ; X xxxx X u X X X X X 0 0 X X X xxxxooo 0 0 0 X X ; X 0 ; X X X X CPXXXXXXO X XXX xxxxxx . 0 GO 0 ■ lO rH cc d 0 Cl Cl 00 T— t T-1 Cl 0 d r-l Cl CO ■ • T-I . -c ^ CO 0 ■ * t • 1 • d ■ ; ^ C^ ■ 0 CO • ■ -o ■ 0 LO) • t^ G'l 0 d 0 0 • • • -Xi • • 0 0 0 GO d CO 00 0 Cl 000 Cl ^ CO 0 ■ uo d CD 000 th LO£-r- coo '^7' r-M 1-10 50 13 21 1-^ ■ ^ ■ rH CO ' CO (M r-n 1-H O O VJH CO O 1 CO CO O CO O r • CO Ci • I.O • t- 00 O CO CO O T-i r-1 lO LO O CO CD 00 00 00 CO O Oi io o ■ lo >.o ro LO « 00 00 GO 00 • GO CO . t- • CO 00 CO i- 00 • CO CO 00 c > : :0 ; ■ : m^i'Z aT^ g ^ S 3 9 :o ;o ' ' 2 S y y £ 2r’ o 2 o- -34 '3 ■ ' o O ^ _ o ^505.2 o;2:3 o sr.- 3 oVq -3 ad 3 35 3" g O j- • - 3 :3 - .2? 2 -2 S 3 ® 2 ^ 3 ^ ”:i 2 ='^.^.3’g ^ o. fee fcr • .Pnf^PnPd £ ; q-q'd'q'P^ O 0.3 § ^ ^ E; to - K Pm -e, o o o 3 3: 'S's 3 2 rtrSS-^irtS'^ I |3|||a|| o o3a3O®®S<0 ."trl P4 f2<10POOOt-I P l^izi ■ (S c? 3 rt 3 fcj-j c2 p P p p fli 2P Igl •2 1.2^ PI So a o 'u'z: "o 'o ]o ^ p 3 3 ^ _3 2 § ^ ^ ‘d ^ p o ^33 -3 q: ^ ■-£ S ■ 3 :p ; o S :S.j“ :.J : ^ § ® • o ^ O * ;h • ^ CO ^ • o o 14^0} O >;':3 o o c P Illicit r- 2 iM III ■Sc* O d W : a :-> ^ 3 3 a S ® "'a 3 - ,-S3-g^ P S.2 an gqi rt 3 _® 3 ^ o 3 i o cS C3^ O 'cO o > “3 «t) 2® ap llT^.g ■.'p. • p rt O m ^Pppg’ 3'-: 3 3 .. 3 5 a c p o 2?/2 w a." ^ 3 ^ ' P.3--qq_rt:qq ^ = sM fe g s-s o 33f^ogr-<^.S'3 - 3a2..a« )^-3g 2^3-2-- ^ 'r q o ^ 4.-) ^ 3 33-3 3.t! g‘'-o !>2 o ci o o cj c^Tr»Q'ot-*cor>o— t^co’ OOOOOOO^rH — t-Hi Cl Table V. — /Statistics of institutions for secondary instruction for 1873, cfc. — Coiitiimed. 590 EEPORT OF THE COMMISSIONER OF EDUCATION. oi^supqos UT s^x99Ai. JO jaqninx © o o o o CO O O o o CO ^ ^ ^ ^ ^ CO CO d OCOCOrt^OOOdOOO •osjnoo at sjboA jo .laqranj^ H . , o o ^ O • lO lO ■ O lO • o ; 1 •sn^TJj -■BtlclB puB joniqBO otqdosoiiqj s X 1 |. o x o X o X o O O X X X O X X •Ajo;BaoqB[ oitnaqQ s o 1 o o X o O o o o O O O X X O X X £, ji[SiiB5. OTSiioi xBjngninnsai sj o :o : X X o o X O X O O X I ! o o i jqSriBj oisnca [booa sj s 0X00 XX o o O O X O O X X X O X 2,jqSnB^ SniAi.B.ip sj X X O O X X X o X O X O O X O X O O X Students. •JBOA OIUiapBOB 'PB[ JO osop OOUtS UOtJUi^IJS -uT rao.ij oSajpo ’p3.io;n3[ M rr • • o o d I-H . o o • CO d * . o •9I)01P0 III 9.-IJ1100 opijaaps joj' .3nt.iBd9.i^ | H 1 Cl T-H • d ; o d ; O • ■ I-H •oSanoo joj guuBdaJd 1 « 00 ■ o Cl o ^ o O J> lO ai 1 o 0 0-^0 T— 1 rH •apnia^ s ■■ : : : i . CO ; •opH Si 1 O t- rt< UO » O GO i> GO uo »-0 d i> d ^ O to c* LO ocodor-oodd^oooio OCOr-HC5li-trt>COdCOdOCOCOd •s.io^ou.nsiit 0[Bni3,q j ao | 1 o ■ • o •saojoujjsnt oiBj^r 1 {.» | cl'-^^Moa^-lc^coc^^ o •noTjButuiouop euoiSipa; © 4P ' .4.£ ‘ * -4^ * ® O O I ' ® ‘ I ®^ ® ; ■ a' > a : ' ' ; > '^“2 ^ . cc CO a It 1 ®pt/2. ; >1^ aji- 1 H H P P Rev. C. H. Nourse, A. M. J. W. Hunt, A. M . Charles B. Young . . Rev. F. L. Knight, D. D . 0. C. Wight . Chase Roys . 'aoT:|B2TauS.io jo 9:^U(j . 00 00 • GO 00 • CO o? ! CO t- ; CO «X) coj>ot^coaoo(0?ooo ^ o lO lO o t'* to GOQOGOiGOOOCOOOOOOOOOQO * j9':jaRi[D JO ojbq; w* a ■ t_j =3 5 S 'Ui fl ^^73 2 P 3 ra <1 .3 q y> g « — I K a q o P S c5 . a : ^Skdoodoooc Q'^dddp'pddf • P-i o' c o' o' a' o' o' _cf a'> t> r§ .g a' a' II I 3^11 PJ M 3 3 52 fcc bJ3a! ^ a: aj a] j; oo otJ cc cc oo o o « c3 a a a <0 ®®Oj-;a5a'~'ooaaaaa to <5-1-2 0 >.5| o 0 tips "o 0^6^ a o < cOd a P ca 5^ •d s a ® I a o . d 3 ® ^ ® ® 6S '02 a a |al^ 2 a d PDa g a o ^ o ’ 323^0 :p ■ >5 • 1 5 ® :p o : a « 1.0 CO oaV ' §.2 ^ . -02 ;•§ § -a 3^ I a^d ®|dt^|>^o§§5._ ® ofi ® g p2 g o S-r-odbab^^a®,!:! W2dS|i§a^f^-.:3§ ^•aOa®a:So'®ooo td^PcOi-lHcoOt/lPPS •joqniuj^ CO ^ ^ ^ CO CO Tj* ’ »o o r- 00 C5 o ^ • lO CO ?•- 00 c I LO »0 lO O LO LO LO LO l-O O 1 STATISTICAL TABLES. 591 T O O ; 0,00 o o o o o X X X X X X , X XXX X X X X X X X o rc o CO o Ci o »r: o t-H o o o o o o o LO O O LO CO lO o o o — - ) CO r-' - lOOiOOOCOOOOOOJO 'CTiCO OCOOLOflOC^OOCO COLO(OJLOl^COCOt^O OC^OatJO>COOCO< 00 00 lO CO CO Oi Tti i'- O iro GO tH t'- 00 CJ »o I O 00 00 O LO t> : ® : : 2 bc • : : iM ; : • s .p-t • pTiPn , a : :.3 o .3 I m nM c o g rS^ g 3 >, SNsol MM §3 ^.2 ^ ^ ^ f^C/2 ^ P g s'^p2 .2 a d g a r . • * - CQ PSP : ;P g 'p g : :P 5 = odP'3-s^d'§ |oPP s|-pS >3^5 t-opL^- 2 S|||-sp^^ ^ : 3’ip .2 p .2 .2 5 o M Sp g |<3^ a 55 a p; ^ ^ o ^P oo a t: P cSjiS ® sIs^SHs HPPdOT^? 1 ij § :© i'l : j ^ • L^- g a 2 m ! P 2 ® o ^ ^^'g ra o o.p a ® ®_g’3 ^ kH.2.2.2kS ^ O O Tf- O CO (Ts CO CS CO O Cl t’ Oi" 00 CO QG 00 00 00 00 00 00 00 00 00 CO O "Tp 00 CO lO cc CO LO uo lo r- o CO 00 CO -00 00 CO x> CO CO GO CO bro oToT CO tD t-- CD CO 00 GO oo ® o o <\ OIT) - - ^ s fl w ’q O/ o c ^ i: IlIPP 3 § p cc o ;-.p d'd'p^Rp gfef g tobcp O igsppg P 2'o"| iMo^:a^.2PS s| lull II p -M ? bC^ ^ rt o^-^H K. w • . ^ {>> J>; ■-|.S.2.2'^'^1” .a J r1 fe & ’S 'S *3 ^ ^ “t! i2 9 2 2 ® 2 ^ p p.‘rt ^C^ G'PPPt>PO<1P pppppS^OPa^PP p ^ 3'.^ "cc o 2 c; i:::' 32 ^i'E -I-' r' rt COcHhs '2, ■55 -b? “ 2 .2§ HP to '°p op ^-3 rt O rt if; KP g ki b/^g p§^ 2^2 fcrP -o a ga OV3P«3p Q CO g®«pl^ Pri ® ®P S ro C2 S O O 9 t-* rt M ^ X’ P-. CO d'C !‘ip • c . o ; • : :2>=. *•5 2 3 slg^ bp 5 o a K «'73 “ op'-sg-i. P o g fi 2 gp^l;“'? ^22 aP P Cw 3- 'ti.’o 3 ® ® s ® CO ® ®‘g « • o p g p 1-5 ®4J 03-1 5 CO “ ® . ”Pm MMh V.si rt a 2 s 2 a ■aCC o E- 33 S “H — M^<1 O 'm rtgcp ® T O 3 ;Lg ;3 M Sp a_cD P 25 P H Ui.2 fcc a 5 a a^ o o o ^ h;^hm C— . ■3 O 3.® ; _o ; a< a •SP M o 2^a k. •9 a a';5 f-i r— a 3 2 a 3 3 cc a 3 3*3 33 o M o 23 a 3 3 p-g a -a !fciv^;2 'P 3 O a a .2 M ki'o a 3 •■« a o, sp of K 3 33 ^-a b//^ a 3 3 4i ’-a ’ oP c. *7*^ M r3 3 a g23*-^ s? a,2 . a ® a a op a 2r=- ® _ -^ H 25 P 2^2 ^ ® 5 .2 a ® § a r9 ^ 23 3'S-2a32'^ tP - r_ = w C-. -a . [>:’? ^ r. :P 3 .3 2 3 a M<1co WP •o g «‘-2^P 3^ a PP3!>m3<1mP P - • O 1 . c? CJ O O GO rc ^ rD OOOfCOOOTfOO O rn •os.iuoo ni S.IBOA JO iaqniu^ 19 o i> C5 CO ^ f ri. • ■ i:- 'O o ■ ■ • »0 : •SIlJB.l -nddi? put} joniqoD oiqdosojiqj 18 X I X X O X O X X X ox i O X X loo X o •A.ioj'Cj;oq'B[ ounaqQ j ■=i X ! o X O X o ; X X O O 1 O X 1 loo X o 1 jqSu'Bj oisnat jnjaoranjjsui sj j 7=4 X XXX ;x X X X X o o ooxxxxxxo X o i jqSuBj otsnut jbooa sj j L'^ H X XXX : X X XX : X o ooxxxxxxo X o i, jqSnnj .SatAiBjp sj | H X XXX :x X X X X X X xxxxxxxxx X o mboA ouaapnoB jsbj JO 9Sop 9onis noijnjijs -ni uio.ij oSonO''> po.iojng; n 1 : i ■ CO 1 •oSoqoo ai os.inoo 1 oqianoios joj'Siii.ii;do.ifq | 2 i •oSaxjoo joj SnundaJcI •eiBcno^ © •s.io^ou.n8ai Gjurna^iT | D \ I CO C’ »o o ro CO ^ lO •S.IOiOU.i;Sni I I Ct : t •uop'cmnioiiap eiiOLSipg ;gSIO I =I i-i G a o p'o o o a O o . c . . ■ ■ o •nOTC}.BZTOB5jO JO QJBd a o Q ^ o S "tc « a! ^ Cl o • o ^ E 3? as . ® P :;S .2^'^ 02'^ -.SS ■ : a : ; ; i : -p ; : +a ' 1.2 I Pi P • . 02 • ksH _ C3 cr?c0O2^^T, ^r/T COCQp^C3K3 |l|“alHaa § g| a 'S'S3^^5c^-9 c3 P ..H a 9 &0 g a ® w a .2 ® .9 TO'® -t; o ap a a ® O'ai'^.a^ f> .2 g a ^ g P o' [>-. !-i a a .9 S oj ^ O o ® amp CO p 9 o .2^ >5 . & 5 5P ^ 3 opj g„ a K I a [>-'0 as o 9’o 1 M a^ 2 >'•3 ® a^ip a ® ! t>-.y2 l”li«itSI1i (L, app-^p ® 2o o .o .2 p _ -L- o >-.;p p 2 a a 'Sao-^aoPoa ^^Pco<1^ R PHSPR coPSmSRSmS R •jaqraujsL CM d OJ a* c* Cl O r.^ (?} CO I?1 Cl CW Ot ■^lOCOt-OOClO^CM CO 0< C< Gi Ci Gl Cl Gt Gl Gl G1 2241 Yazoo Seminary for Girls . ‘ Y.azoo, Miss, STATISTICAL TABLES. 593 SiSfifi M MfM 8 8 i 81 §| 11 iii Table Y—SlaiisUcs of institutions for secondary instruction for 1873, Contiuued. 594 EEPORT OF THE COMMISSIONER OF EDUCATION. oi^SKpqos Qi jo jaqmn^ (N CO o • o o o o -o* • o sr •osjnoD UT siwaA jo aaqoinj^ •8U|Ba -BddB paB oiqdo9oiiq(X •Ajojuaoqu[ oicaaqo I ;qSuB:^ oisntu iBpoinnj:|sai sj i '^qSntq oisnm xbooa si j !^q8nB:^ SaiAVBjp sj •JB9A oiraapBOB iSBt JO 9SOI3 aaars aoijnjijs -nt tnojj ogaqoa paj^jag; •osaqoa ut asjiioa ogijttaps jq;' SaiJBdajg •aSanoa aoj SatiBdajg •oiBcnag CO CO 00 Tf rH cJ r- ' •opK •ejojanjjspi apocag | GO ' 00 CO 0» ■ 00 00 O CO •sjojanx^sai a^Bpc | 1 •noTjBntraonap snoiSqag . o: 03 O a a . o o o ■ ■ s do a I ; « ! O 03 , , . S-f ^ § pH 12; 'S’S ;sc - o£:g2 CMPM H^o : o go g ? ; o 3 t*! 3 rto g £d 2 £ 2 £ : a - - 1^0 03 ^ cj S^.2A-g.2.2.2^ •nOTI'BZIU^SjO JO oi^d lO — • 00 •ojr^ iri CO • CO cx; 00 00 • GO 0® • CO o 1- • t>. ■ 00 OO 00 ■ TP LO • TP lO TP ' 00 00 GO O v'7’1 CO CO 00 00 GO 00 •jajjuqa jo oibq (C 2 fci'g'g (-1 & Oh s O) o ^ ® ® 333.3 ® fcicte ® O ® ffi t +=> PS ... 03 «3 03 CO o ® ® ®!^c/5 33 31 33 33 fcr ® ® o o ® r~ o o o o >-. g ; • 00-2 -2 ■t>^ • cO'^O ”-5pu -S >.3 g g o S43 ^ ® be 2 5 o ® .2 C 2 .3 e g •:3 5 ^ tP "5 -2 -S ^2 -td Sh-2 § ;*j (=^ '3 3 >; g c+H W o o^td S <>= fcr ®3£j S'c 3 o 33 o o ■ OPO » ■ bJD i :§ p : : : : §0 ■ . 0 : :P bO 3 . . . . Q 0 : : : : o-g ■ • u t: •'2 a' : H 0 N S-l : : \ . ® . . 0 40 3 O-^eH ® : : p 2 ♦ . c2 3 K ►. » • c r 0) 5? Ki ^ >, 'S 2 03 g =« % ib®p2L3iip .• ® 3.3 O I 0“ p^JziP^fgpg^ o / +3 33 ; >1® « - ®r a t; 3 a 3 sS ® t.' oco e (C 3 i.sall^»i"B cc ^r£ O Cm ^ C M ^ O < 3 O 2 See .a cc ® g ^oc-^ § a §.2 p.® g op o 3P ® O Ei ^ a ® .2 3 'S £ S ® '■'■ •jaqninjq; | ‘ CO CO CC CO CM C< r- 00 C5 o ^ cococor-t^i^ 0^ Ci 01 Ci 01 TpiOCO^-OCOO^-HfCJC^TPiOCO t^t^l^r^t^t-QOOOCOOOOOOOOO School for Youug Ladies and Childn STATISTICAL TABLES. 595 0 0 0 CO CO 0 0 0 oooooowoo ^ O O d d cc o ^ -^y. ^ TJ’ T?< MdOI--?Od .oo-»^< cc CC ^ 5 d! • 00 '«r kO 1 TT ^ QO • TT • • lO • 00 O CC O ; 03 •<}■ 1 T}< ifi O O d O O O O CO O^ CO o ^ ^ ^ ; : • Cl ^ *10 dec'll-! ♦ r-l 1-i cc d • 1-t T-l rH . T-l r-l d : : CM ; : ' 00 to • ® ; 0 ‘g: ® — g ■ ” 0.2^ g C Pi II.C . Morav .. RE . RC . P.E . RE . R.C . P.E . Metb.. .. Non -sect. M.E .... Presb . . . ro o u Ah Non-sect. Non-sect. Presb . . . Non- sect. P. E . . . . R. C . xt. c _ I ^ I ro ■ !d gde iw^p^pi Igj )0 § ip^p R.C . R.C . R.C . y o g o Margaret McCarrcll .... Kicliard Dar]ington,.ir .. M. Scholastica, 0, S.B . . . Elizabotli Burroiigh . . . . Sister M. Clare . Sisters of Mercy . JI. A. Brickenstein . Jnlia Ross . Mother M. P. AViildron. . Anne C. AVebb and Louise T. Scott. Miss Alarv E. Clarke _ 1 g 5& a: c g bj <1 Enoch H. Supplec . George G. Butler, A. M. . Madame S. Boudreau... J. DoAVitt McCollougb.. Rev. J. Al. AVrigbt, A.M Prof. R. D. Smith . A. B. Stark, LL. D . Mrs. N. L. Liudsley . Q P > d^ 1 s Cd ! >P 1 ® . ,^..11 >> !> ^ -- g c3 ^c-g-g -g — ■q-^grtSgigjgsg’oo^? ogg3‘g''-g®K':;'o'o.gg-^ rt § of i: § s'o'^-s i crg o'^g S|.g^ • ® S ^ ■ c5 C S, g I ^ o . Oq p'o g" g" o c ® ® fccy) f-i !-( O O ® ® OO O cJ o g; rt • g : s g^f-i io ' 5 s o. 03- 2 S 5 ® g-- g _ <» o o ® »: g 3^ i s g ^^5 g ■ o -a 3 6 -r 'P 9 "o I J^ogsgg^o® mmUfs i < 02i-arS's<1 o u o o o '«g3- o o ■gcfi; .P2' p: o g bc3 9 g ® .o P b03 :<1 g •|i - d o H rt 02 C gj c3 0 40 g^ •-• .5 o _ -I h* g bctt ‘ o g O -H3> . g3 ’-iS . O OJ • CO g >-Tc® k5-2 fcCo — f o o l|3i 'V o I-?!: >5® bc gH 9 5 g . CO ^ csg: c o o o -w “ rt >5 >'9§ c « 53 >5' -^'S • o C3 .'3 . c: c? S'tS o: C5 o M c d £:i-5'S g S op 34^.9P ^ HOOc0OOO0ri5CCi J g^ g S ='9 fc/ 9 ^'g t: X 9i“gO,. bcog^ortczip'^gg p S I ®'5<- > g'gs O ps P o O O4- P+i O4::” <10 OcoQ W- -SP rS 2.9 .2 >-. rt g 9 o CO o P , 9 g'g g ® 2- y btg b£ coo i;>H ,- r- TO 5 OC 00 c C< C? f l-H (?J CO -1> LC 50 05 50 Oi C5 05 05 50 O < OJ CIOIS^HCN -- — X)050— •C3C0-.a'lO5Oi o— oico'«j'in50i-.xo:o — ojco' -I — — — ( — . -H -4 ^ 4H 01 CJ C» 03 !■ « CO CO CO CO CO CO CO CO CO CO CO CO CO c 05 Table V. — /Sfatistics of insUtntions for secondary ins Ir act ion for 1873, ^'C. — Continued. 596 REPORT OF THE COMMISSIONER OF EDUCATION. •JB9^ opsBioqos nt sq99AS. JO agqrmij^ e « CO rr o o o o o ^ TJ* TJ» ^ TJ* o •gsonoo in si^9A jo jgqratij;!; o: H : . o o •snjBJ -Bddtj pire jgniq'BO oiqdosonqj (f) H X O X •iCjo^BJoqBx oita9qo H O X 1 jq§n'Bj OTSuta i^B^agranjtjsai sj o H XX XX X X XXX X X X 1 jqSuBj oisura xbooa sj 1^' H XX XX X X ; X X X X X 1 jqSnuj §ntAi.ujp sp H XX XX XX X X X X X X X X Students. •JB9A oicngpeon jeni JO 9S0X0 90UTS UOljnjTJS -ui niojj 9§9XI00 p9j9jug[ M 1-H •9lo9][00 UI 9eano9 opijugios joj 'SuiJBdgj j H : •9S9IX00 JOJ Sui.iud9Jj H H •9iBcn9^3; © H o CO ^-1 Q eo a3 © © 00^ P ^ oi;OU.ii-S ^pq C3 so a: a bcp “ o X S ^ o gas rP SI H o P « s '”'3 0-2 .2 o ^7 o 6^ t- iO o 00 00 00 •aoiq-BzinuSjo jo o;tjq; o o c- o 00 CO C- O i-* o 01 00 o 00 00 00 oo 00 00 00 O ^ CO o o O O O O CO 00 00 00 00 00 •j9;juqo JO oj-gq; oo oo o o PQ PP P p oo O OOOOOO oo t.3 PP p pppppp pp’g bCbC a a J3 © c3 a o o o o Jj +j -|J -u be be bc be an a ^a 55 5 5 CD CD bebC a a 55 CD CD cs a a^alrPairPP! a CD CD CD CD CD CD CD CD -iCi aaaaaa aaa aM bcg §'i ap RR C/3 ©H ©H o o a a <^-. g -I -a it o © ,— iPoOT^'^jaa-a “O o c § 5 o g g g o ^'25'p;o'^oo© P^C0«2CCtC>^ M«2 g raa3 o a a •J9qranx .-H (M « M O — ( ?'S''^P5 •■>J<©'R'T ■•-I>©«'RR<'-3‘T)R< •'^rt^COCOCOCO'^C^CO'^ , • 1 •OOTJ' TJI . • •r CO ’CO o 1 O • 'T rH (O ; O III . i X X X X X X X ; X ixxxxxxxxoo © X X © X © X 0X0 OXlX OX OX X 0 o X X X ; X loxxooxxxoo O X O O O O X OOO XX lo OX OO X ;x Ixxxooxx x©x© I©©x©© Ix 0X0000 ; XXX XXXO XX XX o Ix Ixxxxxox xoxo loxxxxxxx O X X O X X X X©X XXX© XX XX © I© Ixx©®x© I xxxx |©xxxx©xxx© | loxxx XOX xxx| XX ox R" . ■ CO • O • • -CO • *0^10 .(7*0 .(71 O rH . d d O rH • o rH CC rH CO O . • ■ • O : : O ; ; O 7* 1-t -CO • |0 jOCOOO -(^ O O • o o • O 1-H r- lO O d ; ; ; ; Cl . . o o * - 1-1 uo CO ^ • CO o •(7l(d 'lOO -LOCCO ' ^ tr* I I . ^ I OTP ‘OOOOOOOO OOCl • *0 ‘O • 1-H d rH 1— ( rH . . -H . l-r 'O O LO O O TJ1 ^ r-. lO 7< CJ ro O O (dOOOTro oooo * ci^ t-io 0(7lC7)i-ii-i (7<7i*fCOi*- -OOC^CO d -rH . . .TT'^^dO .COi-Hi-Ht-t-H .rH .rHd 'i5"*^i-ld Cl Cl Cl Cl (Mi-HC^OirsiCl0lrHC^i-HC^T-(T-(rHi-iT-iC 1 c 1 oo,v tllUUI , V^VUlll . Stamford, Conn . Stonington, Conn .... Stratford, Conn . Thomaston, Conn . Vernon,. Conn . Wethersfield, Conn Willimantic, Conn .... >V JitUll, V^UllU . Felton, Del . Middletown, Del . Milford, Del . Smyrna, Del . AATlmington, Del . St. Augustine, Fla - Tallahassee, Fla . Atlanta, Ga . Barnesville, Ga . Carrollton, Ga . Hephzibah, Ga . o a O a^--cs 5-a<- 1 g, .XJ . X! — ^ . R — oR; (rs^'cS^irRoS'^ao •So® >.Vc^ 2.2 a rt ®®2 Oct^ . .1 _ a . o o • 2 02 i'S is oj >> o i SgSoJ'S 3 3 ..., rt c-< o , p- ^ r— ■ ^^*7^ rt — •gQ «Qpa-r2 2 2 R5RR3;«d-ig^^«lg „.2Mo5 3 S .iil i® .2 -S 6. — R .3 ^ a? R? M S (2; tz) ^ oj >.02^ Sr3;§ llf-g o >>>-.^ ^■ rtf^^oSaoa a R-s^ ia £ g rtpo2 = 3®R a^^s'S® 0-2.0. 0'S o^SaS'aa: a S a 3 O .dM K ^ V-( W 3 2 'S R o t>,a a P '-i ir- o'ao^.— i' — — O o .3 ^SS-art^rtfCo--^; ^- Ph c/2 CC CO X! H H ?- .< r- 2h coQ . c3 rtP-'fa 2 S ^ o^J ^ 3 .a 00 CO "a 6 H 3 -2.2, sw 6W ' lO TZ) r: ?p t^ 00 Ci O 1-1 O '^(G^O 00 OO ^ O O GO 2 c 18 48 245 160 52 140 •9IBK 1 ^ OOCOG^^OO 0»0c^ OOL-GoOS^fT GO '-'1-1 O O O 0< O C5 O O ^ Ci tH rH rH •saojotia:isnT | OP •sjo;oi.uisui PICK I I . (M « O T-H CM 1 Lutberao Non-sect. Non-sect. Metli.... M. E.... Presb . . . ^ : ^PPdHM •noTi^^ZTauSjo jo 9:^uq; 00 oo c •ja^auqo jo 9|B(I — ' O ^ (G? tt t-- »0 00 GC GO CO O Ci t- CO o GC 00 GO c3 >i-pp ! oN.2 ©“g < rt 3 o ta 8 oPPS •r.g S§d Mi a ^ -2 >; ■ 'H ®r^ P a ^aa' „-| ■S|||l2|li-| PPC?G?^Sp^Pa2 ,rs a I 3M ' I— I .- o cS P- ci a p 3 o-^ ^p’a P-3^ p OD fcfl b, :-9a a ® . go ’.tfirS • a b ■p.s p^ a ■p p ® a 3CQ ® o IS'C w o P^ ^ lIlHag'S =3 3 p fe « p si d ® J u -tf 02 o o -g •pyj-H OQ •»— ^ _d * )-^ oj. MW'S 3 ^ P O P P 5 s & SQ'orisjN'flPj opp^ pSo b ' a a ' ^ ®p 2 -3 op grC'P &sl.fc|ii -^® bbp b'c 020.5^ -^§§§.2S8pp§:g M P 0’0’a2 02 p i-s P M cc •jaqninj^ Tl. o O t- 00 C5 O C3 05 C5 05 05 CJ O irj M CO CO M STATISTICAL TABLES. 599 xlxx o ooox; xoooo oxxxxooxxxox xox o opoxo xoooo O o O X ooxx looxxoo ; Ixxxxo X O O O X X X X X O X o oxxoox xxoo : o o o X X X O X X O O X ooxx XX XX o oooo , oxxox O O X X O X X 00 o o o o O o o • o. O u-5 O CG t-* lO ^OOICOOL-^OOO ' o t- O O O ' Cl cc Cl r-t d Cl 1-t TT CC d ‘1-1 • r-s d d CC a-EgO Ego o ^ ^ . X o . a O^Nil a a 0 n O O O O a a a a a ® H a O oE S a a O.J C CO O O Ci d m d o o ».o Cl lO GO 00 00 GO 00 00 00 00 CC O ^- • GO lO CO — CC 00 C5 o CCOCC-'^* •''!r''^<'^C50d0lC’rr 00 00 00 00 * 00 00 00 00 00 00 00 00 00 c3 ^ c3 c3 H O O "2 J -i^r © i=i5 a’S 53 ^ppp M 25 2 SI il^silil a-ag05rou3X!p^2 2 2'® ® ®-5 — a o5 a aaa.ab. OPpSppmcc^ --e® “ rp 2^ o o Sss|Sjaa§a^.»a^-«.4l»-!5aSs a3 rt" Ma d '5,5 a 5'3 "S' a S £ 5.2 h-2.9 ag o a'3'9 | S/a/=SS §3 § 2 2 >HP a 2 a a o o/a 'S a ecc a .- ::: 2 a ® a S a t's'fcio ■a'^-'/ao'sas?;^^' ■'a SliillpgaSISi^SsiS .a § JP S r-Era ho 2^' ./ acog22oo^h>.'2 >i ^ ^Jz O ► 3^ a Or a’s S 5 S'®' S S-S^aO J R o'i 5'2P a 2-=^-2-^5 R ^ ba-S 2 "^•1 ^ ®l 1^ S g |o g| ^a-g ® S S5,u3 ®'® '=®*::5+sE.a ^-' bPaj^ojccMjcK i ©•a ■'O "S 3 o 202 a<1 a s/S-S/a S = a^o3| 2 £N a o rO/3 2§ '2 ® 2: 85 ,u3 ' CO CO CC CC CO CO ^ ) O O — d CO * ' Cl CO -?» ».o o I ^ « Table V. — Statistics of institutions for secondary instruction for 1873, cfc. — Coutinnecl. 600 REPORT OF THE COMMISSIONER OF EDUCATION. •jcaA oi:^st;ioqos m sJiaoAi. jo J9qain|i e (UOClO''»'^0»O^C->-'ClOCDOOOOOOO«Mi-HfOOC50 T}<''a<'3'-rr}<'q<'9 0 tH •opniaj; © 1 s 0 s ^ H 1 lOlOlOOCSC'l'^O cot^o •O'^'^Oi^OC^OOO Or-i-^iOTHlCrHCO Cir-lC« 'CC^T^CCC^COCCmCO •apK 1 1 *0 Tf lO Ci o^Go^co CDO^OOC^OC5 — ^0 •OQOOOiOOf^OiO 0 iT^ CC CC THrH .G'IrHr-ii-HCC>T-HCC'^r^ •9.ioq^9iu!jsai 9p?ra9,p 1 OD 1 THClC^C^rHOirH .rHTji,-HG^'«t'CiT-HCirHCCrHT-iCC(M •s.iojonajsuT ojBjf 1 ^ 1 3 O? tH T-! 1-H •uotjuaiuiongp snoiSqay; © Luth . . . . Non-sect. Non-sect. Presb . . Non-sect Non-sect Non -sect Non-sect Cong . . . ! « 2 • ? il fcJD> oP Evan.... Non-sect Bapt . . . Bapt . . . ' i i ii Im • • • • • rR • * • iis^ : L - • : i i, ■ • j) . m . • • • « ( : • a'^ • 0 1 : ! : c c : : :^ . • • • -M : : :i ^ X •'o'o ^ 2 - ^ f-< o2^ M>® « m^® © ©^ 2*S S ^ §11 ©-gtJ S'? q. £■5 73:3 .2= q G ^ S-Slre cs^ ftp q.2 2'^ .2 > 9®c3:2a::3>qo®3s^®.2 2c3®fc.o®;goi3^2®® NoRP^fH^SPpHWPoPlI^ifti-lPOMPWi-l^^PPH •joquin^ t^aoc50^c?coTj coo • (?l lO *0 • • CO • CO 1 • CC C> • • CO »0 O ^ o *10 • i-( lO 1 ; T-l ^ CO • r-H 4 rH csooo coci coi.ooo C0’^n<'^i-Hoooooo’*f cooocior^ rHOCOCi C^co C^COrH C^C^C^GOCIt-iC^O'^^O'^ 1—1 C^’— S 'S OXt-OOO Ot-rtH -ifocnocox o/cico cGCiT-^r-^(Moico s r-1 1—1 ' o r-or-iGO ci’^ t^oo ;cjo^gooc;G'fr-i Pi j rorPPPTcTPP Non-soct. Non-soct. Non-sect. Evflug... Non-acct. N. J’aleni i i i| ■M , , . 00 CO CO H ; ;q flW fl c pi R.C . P.E . Non-sect. R. C . P.E . A. M. A . R. C _ Non-sect Non-sect Non-seci M.E ... Christ’n Non-sect R.C.... Non-sect Non-sect Non-sect Non-sect Non-sect Swed'b’n P.E.... Cong . . . Sereno D. Hunt . E. B. Fox . John T'^tlow . A. 11. Thompson . M. M. Tracy . Edward Parker, jr . J. Russell Reed, A. B _ Benjamin Worcester. . . . Miss Mattie C. Worth¬ ington. Rev. Edward Cooke, D. D W. H. Putnam . J. N. Demmon . Mother M. Justine . Isaac M. Wellington - Peter N. Ilagle . A. J. Lyon . I . a Sisters oflSTotre Dame . . Sisters of Notre Dame . . Rev. E. R. AVelles . W. P. Hood, A. M . Rev. Anton Capser,0. S.B Mrs. M. W. Brown . AV. A. Anderson . J. M. Long, A. M . Siat.pra of f.OTfttfo _ J a ; C ) c . s i ' M. Henry Smith, A. M . . J. B. Bradley . If A 'I’nccrlnr A M G. H. La‘ughlin, A. M - Thos. J. AFilliamson - W. S. Dalrymple . Mme. E. Tucker . H. H. Morgan . J.S.Todd . Rev. W. 0. H. Perry, A.M b; H. AVeston, A. M . Mary F. French . Mrs. Alice Pitts . A. J. Swain, A. M . J. D. Bartley, A. M . Rev. Chas. Harden, A. B. W. H. Bates, B. A . Geo. T. Tuttle, A. B . COCOCOQO COtt" CO^CI QOr-COCOr-COOOOtGO*OOl^i>i^GO • CO c-j »o CO Cl o I'- CO >o CO lO CO r- i- CO CO CO io LO CO • QUQOCDCO oooo t- GO 00 00 CO GO QO 00 GO 00 00 CO X CO OO CO 00 GO 00 • UG) CO G> O o CO o XXXX o t- o (M OJ o X o X CD X o • in lo cococoMincocD xcoincDin *011^ XXXXXXX X X X X 'XX 1798 I82C 1812 1838 1856 1792 8981 0 9S8I 8I8T 4 4 00 ® • i873 1869 1858' 18661 .... • tjh.i-.CO — t ••CDX’'^ •in 'CM 'CDq • 'in(T f c J c 2 c c s !J aG IP Jefferson City, Mo _ Liberty, Mo . IVT o r* r^Ti IVT r\ NeAV London, Mo . Plattsburg, Mo . St. James, Mo . St. Louis, Mo. . St. Louis, Mo.... . Shelbyville, Mo . Stewartsville, Mo . Atkinson, N. H . Bristol, N. H . Charlestown, N. H _ Claremont, N. H . Concord, N. H . Contoocook Virge,N.H Conway, N. H . Derry, "N.H . Milton Iligh School . Collin School . Friends’ Academy . Putnam Free Sehool and Brown Iligh School. South Berkshire Institute . N orth Bridgewater High School ...... Bristol Academy . New Church Institute of Education .. \ V UOtUillJOtOl JLJLl^XX .............1 Wesleyan Academy . Wrpntham High School . Ann Arbor High School . St. F. Xavier’s Convent . Detroit High School . Clarkston Union Graded School . St. Croix Valley Academy . r’QmrIr.niQ Af-nflATYiir c p : J 3 3 a 2 3 4. is 5' w c ■* School of the Holy Apostles . Christ Church Parish School . lied Wing Collegiate Institute . Assumption School . St. Paul Horae School . Chalmers Institute . ^'u;lu...^+un TT3.rii QpUooI 1 1 3 £ 2g a c j; n i c H H 25 u 5 C a.J al 5 J 2d i i ii 4 4 4 4 4 C 4 4.0 ; I I ^ : : >SSl » ®'2'< H - >,3 .pa 3 § g ; a Oipap New London Public School . Clinton County Iiustitute . James Institute . Academy of the Sacred Heart* . St. Louis Central High School . Shelby High School . Stewartsville Male and Female Semi¬ nary. Atkinson Academy . Bristol High School . Charlestown High School . Stevens High School . . Concord High School . Contoocook Academy . Academic School . * _ Pinkerton Academy . c: o CTi c; Cl Ci o o O ^ rr ^ ir; o lO •OOt-QOClOr^C'lfC*^OOC^QOClO^G'^ i^^c^C'icic^cic^dci'rJCNcoc^co tioiou^ioooii'^io^ooirjiooo CO »o cc r- GO Cl o COCOCOCOCOCOCO'f i00ir:ioo»ooio Table V. — Statistics of institutions for secondary instruction for 1873, — Continued. 602 KEPORT OF THE COMMISSIONER OF EDUCATION. •JB9A oiisuxoqos m SJ^aaiU. jo joqiun^ O OOO^OCD^COOeOOOJ>OtDO(0»0 C5COC50COCn!CO<00 •V 1-jt CO TJ* CO CO CO CO ^ CO CO CO Tf< CO CO CO CO CO (M CO CO CO 00 •asjtioo UT sjuaA jo aaqum^ 19 . • CO CO ■ CO CO CO ^CO CO (M •SJOXOUJ^XSni OXBUia^ | QO 1 -rnrHO lOOJrHrnCM .T-. ;« •SJO^OniXeni ex^l^ | | r-(T-(rHTH(? a ® 'a ci o a 3 i Dublin High School . Dunbarton High School . . Farmington High Schoom . Penacook Academy . Francestown Academy . Franklin High School . Gilmantown Academy . Conant High School . Lancaster Academy . Littleton Graded School. . . High School . TTirrl^ Gnlirvril Nashua High School . Nashua Literary Institution . New Hampton Literary and Biblii Institution. New Ipswich Appleton Academy . N orthwood Academy . Blanchard Academy . Peterboro’ High School . Pittsheld Academy . Eaymond High School* . Kochester High School . Franklin High School . Great FaUa High School . ^ rt* rs* ^ ^ 10 inm io»oocoooococo iQvjioooioirjoioooioioJnoioio •jaqnra^ 1 .STATISTICAL TABLES. 603 O O O CO O O O OO O O O O O P< P* O O O Cs tH .«< ciooco oci o ocot-cotHioci^o O rsoococo ^rH ^ CO^THClTH'^t-4i-HGO^ ^ ^ O' rr^ cc I'" O CO J.S* ^ o C5 ^ o o c > - rH OL 1 1-0 05 CO GOOOOGOiOClOOi-OOrHCOT?« OlO 1-H OOlOOOCOrHr-iCOrHOCOOOGO’^ r 0?^ rHrH rH ^ Ci O i-'^L'^‘X)L'^0’^ O"^ 0'^OCiO^CiiOiO’!t-io C«tH Ci^Ci'^CiOCilO.-Hr-tO^ ^ i lOCi^"^ OOO’^OlOOOCiOOiOlOrHCO i' O WCO OCOOt-rHiHCOCOOiOCiCiOCO rH tH ^ tH CiCO « OJCOCIOOO rHCO • •'^(>trH(JJClO— -t-oo— i lox) ro^oajc^'^oooooci"!pco oi^oi.oor-*. oo r^t^O’^^’^OTf^oi-oo 00 GCODQOOOOOOO GOOD OCQCGOCOOOOOOOOOGOQOfJOCO 1868' • • OlOCC • C5 ‘t^O"^ ‘GOOrrCiOOf^Or-i . . cooi^ • o ‘ooco •Oit'-'OOOLOCio • • GO 00 00 • 00 * 00 00 00 *1^00 00 00 00 00 00 00 1845 0 187) 1857 1869 0 1865 O GO • 00 00 • ^ O • Tf • lO ^ *0 • 00 O .00 • • • OC5 • • CCr-1-.OCOCit-l .TjiCi -t-.co • • coco » • co-^cococccoo *oo *OCi>^ • • GOOD • • CO 00 00 GO GO GO 00 • 00 GO *00 00® » , . . , . . : : :'-»::: I!a . I . • z :X ' ’ :::::;: ;:: :>4 • : : ::::::: :::, 'r] H ^-3 MS :1 II io . OH t-J o'z ^ocia -^03'^-^+s -P a pt^ s § =3 p^ p p3^2 bp- p"^ M o o C3 ‘i-H .pH Lj 5;25S - . (7* ^ cl t - ~ cSt^.^ p-S p ®. a g p p <5j<| P >5-^.2 p 5^2;=^^ ;2; HooH 2 33 P ^ -t'p 2 ^ o o M MS oB ««2ig.a P! o® ic O o p o 'pH ^p'5 2 ^ .2 p a^'H^-s j -3 3 ® g oro 'IS X O 2 ® bJD ^ T MO pqa §1^1 p "S 2‘ 'p o I a P^PJ •■a p +s P XI M >> p| •11 'S '2‘5^'p; K^a P ■+j^ o £? O M O o cs^ ® ®P3 P 3'pa2 > r-( (7» w.r m o , 2 >3® -Pi ® p ® §'5.2 .2 p o p p 4^ ^ 92 r-^ P p O ^o ® p.p Pj2 gaa^S :i • ® :m . o • o 1 ^ I ® fr\ ^ 5.® 5 P *.■20 a PH ^ ®tS PO© • pdoS p'a.2 §.p a a a p o <1» : a . ® .'p >3 : § •■ ffl o §3: -72, o^ . o o >J p^ai^22£^ ■Mm p"2 P'S ® P.2 O. &S€s312m>s|- iPP|li&>3S iC30.-ic»roTMoo<'aoc30 Goc'.o^cir^'vioor- i'*t^<-l'*0OQOCDOOOOC3OO00O 00 QOCSCiO OCiCiO) 00500000000000^ 4^:000010 O o O O o O O lO IQ O O O lO ‘V ^ lO o o o o o o o o o o o o o o o o o o o o o Table V. — StatisUca of institutions for secondary instruction for 1873, ^c.— Continued, 604 REPORT OF THE COMMISSIONER OF EDUCATION. •iBgX oi.)SBtoqos ni sqo9.\ij:oa9qranx © cccooo +HC5 dd--5 ! -4 ■no ^ 2 o o <£> ^ • l:-ss glli-ISfin SPi pPH m^IPhc-s g® 'Sp® ®Cd'^ 3t?^rs .3 ^ , 3 0:2 § ^ ^ w 'id Sp Wajp ^pd- • « o a §^'3 rSrP ^ o 5 »^A-S * 3 o C ® ■ gtoS S C3 O ® MOMM ^® bCg.-p Pd ®rt «2 I pd a :'p 3 : « g • >5 ^ta —I Co O^r/y t>~ a bo^ ®t/2 a o ^agp-ip-a-s i>c|l dSM'-S rP P O OM «p Pl-^ o cc +01 p ® § . 'n ^ C> o w g M ^Ojj.appg,^© ® p ^ ^P^pdP^flgw-gi®.2.2Po5 s'? 8i=||l=-|^ ipl S'? §33 n pa p-SS^ I ®3-3 g g a Hgartppcbrt'e3^,p,p®*^-p3p2'^’^ 0H • : ^ ^ o A o 2^ S'® o oo::) PPPP > : rt® !=>H 2^ o s'2 a sis^ji ^ : § qf fl- a q )q ^ ■p P 3:: ® 2 q q ai > ” S P gqg2g®q® p 2 2-2 q® §-2^ P PPPPOOOciJ s ®''q3' ®-H O ^-1 If. 1 4 .- £:.S>H « q q PPPP! !P H S O J >; ii|ls Hill P,-P o 22 q W-c § S o t 'Xo ® "M r> C ■g q o tn ® c ■< a q^: CA^ q ® ® o PPPP 9^ a g. O.J-. q- P n a S fcr b a ® o Ef-g 9.9 q® = I a' S ^ i a“SM gpP, q.q M q ® p • a? fcjo >--P alg ^.2 : .p' ; ^• 1 a : ;.g5' > q fcr; o q a,, O &£. '^1 o O '•- ' ■ -^ 'f o ^ M o fcJ g ^tH ^ p --lil i|1?|llil^ ?2SSS| §;2'.q q a a o q •q ®"^o ap a ® o ffl%H 2 .“33 a q 3 5, q q a oAirA' PPOPOO 9 >-.P q 3 -I qrg O r ® 5?'q ;<1 M !»2, « a o, ® Sc/2" ^1 §' la^' ® § y/ ; a ? '6oc :P - O o t- CO O CP 'O CO CP O r-t CP O CP CP (M CO TJ^ O CP CP CP CP tp 'O CP 00 CP -rt* -r CP o r-OOCPO — ClC0-:r L-P LP O CP CP CP CP O cpcpcpcpcpcpcpcp 00 CP O -H Pi CP CP CP i- t- t'- l- CP CP CP cp CP O Table V. — Statistics of institutions for secondary instruction for 1878, — Continued. 606 REPORT OP THE COMMISSIONER OF EDUCATION. •JH0A oiijSRqoqos ui sqoaAA jo joqcan^ 0 2 S2®® (MO-H 0 (M C 0 CM 0 0 03 0 05 (M 0 03 •<»< TJ< Tj. T}< TtJ'00O3'30 • rl • • 'oSonoo joj SauBd9Jcj; 11 0 0 CO j 1 ^ 0101003 — (M • '(MJ-OOirtCO CO — CO — • • (M r-l •9IBni9^ 1 © ^ 00 0 OJO lCl.0OO03Q0OTfot^ QO ^C5^-o --^oo CiOOiOccjoo'^Trcot^’^inGOcc^io^ tH C^OCOCl 1-tr-iT-lCO rH •sjo^onneni 8XBina^j | QC (TO m t- CO .-l.r aoc;iao(oi'S"a>co«i •sjojon-ueiii eiepc I CM CO CO CO t •noi!^'Buiniou9p enoiSip^ o « r1 ® ® <5WO| ^ d(>c/2 COpf^- < M § ^ S 5 ® ■ 'i Sc 05" ^5 "S c^_Hfq d^pq >H o ' a £i2 ' £i-i •UOl%}iZlU{SBXO JO rr i'* • CO O CO TJ' GO OJ -:r CO GO O ' _ O'^CO’^rfOTT-^ CDGOCOCOXtODOCGO' •a9;j^qo jo qj'bq; GO O CO l'* CO rH Tt^ o 00 GO CO 00 iGOOCGOGOCOCOCOGOOOQO :1^ n ^I'i J JIh w O ^ O O O wwaw A 5t>i % o - - t>< r- 0 O ^ P n= rp ij -g I CO a’^ i St sl^'i c3 oi .a cs p o P g.s ^.a.2 o iS 3 ® fl = £= P 0 = o ® o o o P W ttWWW lli OM rP a O CO ' >.:a -‘^■p “1 j 1C' = a a on r O ^ P Oi ® '3 Prp « a q (D. ■3 a a- b.-d >0 o a O f3 ;zi;zi!2;!zip^;25 h) .2 a d c Is] ti c o o . P=,^;2;^PL| ® a pmP § §« s aa O O eg :y I OJ ^ : S'S 1^1 :.S^ IS ^-Q-c iog.sg O 3 a W • .5g§iH I .2 5g pq O << 2 a JO ^ ^t>20^Ci=i-2oasj |PPW^ « g Pd^oWP . 2 n ® §«.2 "2 a ’ a3 ^P^W ': ■ill iiii lap C5 CO ■ ?> Ol 00 00 GO 00 00 ■ GO a « o o.;;. ’ 3 jiT H ^ -"S "a 2 ' o .2 a - r--p4 ffl ® HwSwS :p 1 ^ : c iL. 3-72 O S 3 'S'S-2 I O p"? £ i ^5 c.2P<^S^I5 flllllSl aooo3^oo I'd -a a :=2rsa : o.sH 2 "o >3 • a o a ir-p] as a a a 5 a i § Pa|. .2 w 2-3P o S-a! P a (i a a a '72 2 o a ’oa ■ ■ ' '.a® ■ ' ‘a 'a^ ■ *a - o 'oagi-j § J : : : 3-'^ 1-3 : § :p ^ : :5 ? 3 -2 5 3 § a'l ^ 0'^S a ®<: a - -I a 2 S a a aSa3ag>3?'® ■'1^ •jaaa®" a 3 2 ^ a o aP'a; oP a-g® 32'^'®2J2^ a-^ a ^^^aE W)® a'SrS a “-S'P ® a Il»jipl|lillls!|ii!iiilll1ii|lill: . §|ls! illi5|1a|fl |htfj| llllill i|i_. = .ES ^ ^ 2-a a «§ s g If® g 3 Pg'S a-p-g g a g-O'g's'o ^CwOOO^P^tJ *T*. ^ di O O O CO iM 01 CO »pO o GO OOOOOOOO I'- I'- I- a ag S g-g ^® a «S 3 2 2 J ^'g a'l o^a-H-c.goaaSca&.2OTM'a®®>a::;:;^ooo5aa:®ooy« U p qt<0ppoOOO72OOPPPPPPPPPPPPOPPP drs ^ r-* rr> /— sr^-.j^d»-i*et=1 ^ 2 A :: :^ pr^:c<1 O O fH i> i'- I- •GOC50*^CMCO’^iO)Ot-COOO^(MCO'5t*OOt^CX)00»— oqijuaios joj §uTjBd9J-ooi^i-HiOcc>(7^ i- OOOOlOt^ ^ ^ o o t- ^ CO rT^ •0IBK © I-Hcocoooooooi-Hoo^coior-O rHi><7JCOt^CC«(7l^(7lCO(7«COCO'^ OOOLO i-'Oi-l COOOrHiO COl-lO^ CO-rt* ^ ^05 0LO tH (7^ CO *-H •8.IO^Onj;8lIl eiBOIG^ ( 30 ( COCIIX CO*T,oo cjo^h TTLomiOicioioioiOLOooocococococc^oco coi-r- STATISTICAL TABLES. 609 000C5 0 OOOOOC5 CJ0CJC50 T)* ^ ^ ^ ^ (XG'l'^^^CCCO COCO . o Tfi T?' Tfi "Sf’ o o o o o X O X o o O O X X X oooo oxxooo o X O X o O X X X X o X 0 0 0X0 ;oox 000X0 o ; , X o O O O X X O X O i-O O CO . O Cl CO • O - CO Cl O LO LO ^ — 00 GO , . o O,^ 0-2 -q s > ftp 3 ® % m ’:A 3 3d ^ ^ fci:o Q g^ft ft-7 d ' .-r-T pftft Pft r' H CJ ■ . ci * o : 2 S c' :o P.S 0^1 ; o 2 wsdj .c! . c . 65! , r=q 1 3P0PPP — o fH _g gj n ^ -r-^ fflP 733^ Sft ^ CO i< O ^ ^.^13 '—5 1gg||S < i ^ P>H<1C3 fli'lll . . -, • rti c2 •'-< c ^ ^ <& •" Ci H- y ^ o d ^“5'5-‘^§I = s .s 2 3 0.2.2 «■= -2 dj'wn^Pj'daa'd 2 «ddv2ft O O «> GO O O J 01 SO ' 1*0 o 5 0 0 0 0 0 f'* 00 O O ' 39 E -COrriOOCi^COOO — !ooSooSSSooS5S Table V. — Statistics of institutions for secondary instruction for 1873, ^-c. — Continued. 610 REPORT OF THE COMMISSIONER OF EDUCATION. •jeaA oi^SBioqos ni sqooAi. jo jaqmnjj © 5« O CO 'O 00 c? 00 o rr CO ^0 ^ CO ^ o CO 0 0^0 C000^0^fx)0000 rj^'^CO’VCOCOCO’^Tf 'osxnoo ui siuoA jo joqran^ H o o o uo CO • • CO CO • CO lO ^ t- •srubM -TjddB pnc (^aaiquo oiqdosoiiqj; X o o o X X XXX oxxx ;ox ; xo •A'jo^tjjoqbq OToieqQ s X o X OO o X X o o o looooxxxo jf^qSii^l otsnni ^i}!}noran.i:>sui ej o X X o X XXX xoxxxxxoxxx 1 OTsnui ^coga ej 0 X X 1 0 X X X X X xxxxxxooxxx i '^qSii'B; SnuibMp sj S OO X o o X X O X 0X0 ;oooxxo Students. •juoA ounepnon (^sb[ JO 9SO[0 aouis uoijnjTjs -ni ruojj oSanoo pojGjug; W H m i'* CO 1 O CO ■ C^ Cl ' ^ 2 • 1 1 •Gltanoo nr osiuoo oqtjnorGS -loj gui.iGdaij 2 M • O T-« . I • O . . o •oSanoo joj SatJGdajj H o 01 1-1 • lO o ■ 18- r8 • O O • O CO • o o • l-( • T-t 'Cl •a][Gtuaji; ® 29' 45 284 35 f- oi 1-8 Ql c tj ^ '§2 O CO GO ^GO £- CO-Oi 1 2 OO fO O>0t-f3 o o o La '-^LO 0.-5. c« ■H’ o Tfi '9FK © ^ ^ o 28 20 r ro ^ -CO 00 CO crt ^ •ejopii.nsnt oi'KoiOjj j \ nojom^snt 8iv;r^ cj :o I ;-i If: ■ rl CO . •noT'^’uniOTOnap snoiStp^I c; o . CQ W , p p , o o , o <» 8 C o ® , CO s a §g H 03 >^2 I o aj M.2 g _rpq^? Ph p4 pH t-o H ; pp 2 ^ -B m ■£ o' d SP 2 3 ® ^ O O ® HkP 2^Ph?h lpqpp||>d i Hs PP cc cZi P2 fcX) .2 : 9 o 2 a M® 9 g ^ '^'Smp ^<6 ^2PPmP •uopuzinuujo JO 9jU(i 3"- GO o Cd lO to tc 1-- GO CC 00 GO > o Tj' c ) ^ 'O O 1 ) CO GO GO C •JOJJUqO JO OJBQ GO fO 00 00 •d a S| ■g g.2 ^ rt •o • a" 2 '0 2 43 O -' oO ■ ' ^0.92: n IP r o fcE_r a O ^ ® ^ a ^.'^S PP ®-® ^!z;o c; _ la b o 2 '-3 ^5:aO;2^'oS30 a O -r ■daii- -a5'SOO©_— ^ ~ t' ^ a I § g g g'l ®« I’E® s’S ^°MS, % asg-. ®^2a2_29r2S':3'2^2Saa®'‘^'2o^'8' “ Sb’p >-3 a s g^cS'gls S.S g:= a: o s a ca3 2 o o a M <0 Pa Sfi 9 b § a a /a K 43 5 t> h 3 [>/9 as -O 9-a '^JCa 2 m ® 2 a o-aO ob-S 2 c§ -- : o t^'2 c5 © £>. o cj R ^ & S^l o III P21z;ph .oO O o fi IIIIIsIbhs ‘ aao ^ a B a a a n' i'.asjti'sl g'-sj StI s-= s s s Rg-s •jaqxnnj^ CC» CO -H' Oi C< CJ CO GO GO ifiCOf'QOOOr-'C^CO'H'iratOt’COOO'-JfTJCO'H’lOCOi^ CJfflClCrlClCOCOCOCOCCCOCOeOCOCO^-H'rH-f'H'-H'rji.^ QOQOOOOOOOOOOOGOaOCOQOOOOOGOOOOOQOCOGOQOOOQOQO 4 STATISTICAL TABLES. 611 5 = 0 = = = ;0«0 .OO ««00 . -56"^ ■OTt' • C'O o 3 TT M . 'T t- JO : :r ■ •<»< CO LO CO CO ; X ; X o I X O o o ; ; X X X O X ! X o ; ; O O O X o o o o o o X ) < o o X o X ; X X C5 o O o o X : X X X O X 1 X o ; 0 0 0X0 X X o o X o X I X X X X X X o X O 1 X X o X X X X X ! o X X X X O X lx X X o X o X X O X X ^ 1 X X X X X X o X O ; X X o o XX I ^ X xxox Ixoox X o X X O X X X X X 0 X X X o X 0 0X00 X X X X X ix X o o X X ; > : X o X X o X X O X X X O otoin ; LO o .CO • o o cn(n • CO LO (not- . . » o coco . J, . . :(M O ; r-t O ; ; . • ^ I I I I o ; LO ; ; rr-fl-rH • CO OB :a :?=' § : ;;q 1 ; ai o • 1 CO LO CO ; -SgSScSS C-.0 i ^S|12 <• i o i t2§SS gi| 828S T-4 ^ T-. rt 40 GO ‘ o ^ ; • 1-H . t-4 Cq ’ r: cc 00 ^ 1—, O lO ■ ■ 01 O'i i-H CO t-h o Oi Ol ^ ‘ ic ^ CO e > 'T P-I CO ct ro o CIC* rHr- ..S'.- 1 COCO 1 ^ i> ■ O < .-H JO CJ ^ a cs . . . - gis':?ssi "^:'S ll-K-lly. isiiiSi si iiiiiiii iiil 11 s^iiiiSiiiiiliS 8Sli IS 3 t Table V. — ^$l(HisUcs of insiUndons for sccondarij insiriiclton for 1873, ifc. — Contiiincd. 612 REPORT OF THE COMMISSIONER OF EDUCATION. MTja.C oi!jsuioqos nt sj[0OAi. jo aaquin^ © CO Cl CO CO (? “5 CO Cl CO ^ CO ^cpO'^CiCO OUOCi OOOOOOCJCI’^t^LO'^O CO CO CO CO TT CO Tt 'V CO CO TT CO CO •osinoo HI siboA jo .laqrau^ ‘ ::: • 'Tf' CO CO ^ CO ■ CO 1 CO CO 1 CO • •snjBj; -BddtJ pmj j9niqBDOuidosoqiq<-x 18 ; X 0 0 xxxoox xxo xxxxoxxxxoo •A.iojiuoqBi OTcaaqQ 17 iooo xxxooo xxo xxxxooxoooo ^ jqSnuj oisnoi pj^uoumjijsnT sj s XXXXXX XXX xooxxxxxxoo 1 jq-oUBj OTSnui xbooa sj \ :® : OXX |XX X lo xxox Ixxoxoo 1 jqStiBj SniA\.Bjp SI 3 X 0 X XX )xxo 0 lx xxxxxoxxxoo Students. MBOA 01UI9PB0B JSB[ JO osop oonis noTXujixs -ui uto.Tj oSopoo p9.ia;us[ cc 010 .coo • 'i> rHr-lOO .OCO -COOC? •ogeqoo ui 9S.iiioo opijuaios aoj'SupBdoJcI 3 •0 -O • ; 0 -CO OCOdO ■ ‘CM •'0^0 ■ •agoxpo joj SniiBd9iCOCIO •i'-Oi-^t^OO ^ ‘ th tH ‘ T-I T— : •9XBUI9JI; i s 1 CO 0 C5 3 CO CO i-H 1 g 0 0 CO 0 0 i.o 0 0 CO Cl r- 0 ^ 0 Cl 0 CO u- 00 0 GO j> 0 0 0 cn d ' LO 0 t- i> 0 ^ d CO Cl LO d ^ Cl rH •opK ©5 1 00 m ;r: Lo TJI <7? ^T-( Cl OOoo 2^i^j>c0l0"0 COO-tj^ C5COOl--»l.OC5^CO^COC^ rH t-h d 3.i‘jq.oiu4^snt oyBaio^ 1 GO | ' ■sj.o:}oujisuT opjpf •aor^Bainiouop snotSipg; rt a c o i a a a a a OOOqCI^SOO OS ^ : : 5^ , s> " c^- ^ •"3 iSSSS •aopuziuuSjo JO o^uq; ' ci LO no r;'? o « t- :7J ) -vO <03 • GO 00 > Ci Ci 1-H Cl ■ Cl LO ^ CO i'- - ^1 CO i'- CO Ma:)a:uqo jo oiuq ' lO ^ O lO ^ CO CO CD -GO 00 C5 f-» o <- o OO CO CJD ^ ■ :-5 -ws ..4^ t;g-EifcgS3g'S»S [>.4^ i C-^ a a ^ a'-Sa o,2S ^p^*> '2>S-2ga^aaHr^3 ©_iajij(^oat>5 P^v2 S k3 i2 L? i2 g S -3 .a !>^> a 3^ A .a Q-'S C ' a 32 « cTA ' a p S R ^'-a -S P2 33.3.^41^ 0 o o p a^i^^ ® -^■ .. o 03! a O £^-^Lpfc>. ^ ^ RRc/jMccajHRpRW t-.S g g o a 1'^ S'a ^ bS ^ ' Z <5^3 3 ^ a O' 3 . .;gg m .>5 >31 t>l_ rO S O >- Sg3 0-g‘^^«ga2rt33 «h;s<| o © g ^ g^Srara 3 ® fj-rj o -3 O a aMra roH^oi^rrrr^Sr S 33 M'i 33 '33’ . ■ m b g|1 O a m a a .._ Jk o ® ® o 333 a«2ct3i-5P ’ o 0.0..-I a P *i4i ® RSS OPhMmS I- ;§ ZD tK \ ^ .9 i ag .<] RR :§ p g '3 3 o a O O r— ct eg g3 c5 O'iz S^<1 s o p^2 O g 3 ©'33 © fe33 P a c^HPCJ lO t- oc o o ^ O •joqxnnjK; Q0 00 Q000G0G0G0CGC5OC5O i cr^ Oi Ci ^ d Oi <. * STATISTICAL TABLES. [Tlio notes, the relercucc.s to wliicli will l)0 fonud iu this part of the table, will be IouikI on the ])roce(ling page.] G14 KEPOET OF THE COMMISSIONER OF EDUCATION. C S' o .?! i § S S 5 3 ® o c o a s ® OaixCa::® c3 c3 c3 rr "C 5 3^ • • ^ ||lij ttU I-I 'i-i r-< .t-l OfflO^'O CflOWfflOOO '§'2 '5 -1^"^ "2 "2 '2 'S ' S S 3^2 aSSsSSooS ©‘S'o’y 5^52 c^S'S'o o3o^ t/:M7:OM*S1 3 2li; ■ wfr;^ _ 1-11 Soo S|| d tol-l "2 3 03 o o ^ H p ® I « i CO CO f-Q •>“* ^ g b£bJD o:g iCrt i. cS o’. "s o •— ' kS ys j ^ CO o ' "o 'h CB J 05 CB 3^ ” c£ O P a rt k3 "a cbcb3o j o a rt 3 ! ^: 3 '2 3 a o d § i g.s ^ « g[^3a cOm a 5 ° O a ® a o2i°2a g , § tioaH a2 >--3^2 O -w -+^ 4P3 ^ H 02 02 ^ P=^ GC ^ CiCO' •j9qrau_Ni I c?l cc "C o o r- ;0 i>* GO O O STATISTICAL TABLES. 615 A S 2 lilii ill! ill Hill III5I laa'-^^SS 2 2^:23 •poiiTirinoQ — ‘g/gj .lof no]pnj'isu] fiAvpiiooDS .lof snojpimsui fo sopsuvig—’j^ 616 KEPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 617 § ^5 S § It 'f I 1^ H- 1 „ Hrn- -4^ 3 .^’-1® H t ^ ■ _ - si ^ :-"si III li I jiiiiti gill |iiiiii-i, iiiiiiif IS ^JI5I 3!^l IJ 5 III35II5 1}|I mn^il IIII^IIS |f Il'SIft fit ft f SSSS'lsIi WiW^ Table Y.—Slafistics of instlUiiions for secondary in sir uc( ion for 1873, .re.— Cont^'nned. 618 EEPOKT OF THE COMMISSIONER OF EDF CATION. « • . ^ rS a ^ a c; s c: C3 c3 o r: 0^0 orir^r:: a § gs^^^ggg rH'g ;i44^ ?-'4^ c c c ^ O'^OiOC^COCJcCOO^qCOCCMO ^ - ^ ^ ^ j- -o j- o ii o o iJ .h ,5: .a gg — ^sa3sa5ica!(E03^+^taa o .a 5 3 S r o r r r r r r r r S '£.-£ tt a, a^■S oOoi>cosoooocca®c.o xsiOmmwminminifimmxnmmw. aa: cu S S “= « cn _• s o aJ .a ^ 9 ro 05 a a O C a O O ft pp S't: ftp § ft o j o ” § I M ' Tji o O lO 1ft .o lO LO 1ft LO O O CO of tlic STATISTICAL TABLES. 619 Table V. — StatisUcs of insUiutions for secondary instruction for 1873, cjx. — Continued. 620 EEPORT OF THE COMMISSIONER OF EDUCATION. >5 a ci'o ci rt . C S d 3 S3 o 3 O ^ OT ® 3 ^ =p? '-3 o g S o S o S -+i3 ^ ^ CC O c:> o o o « 3 3 3 3 3 A-2 -2 5 ~2 -§ oooooaooo mm^Xiinxr^m-Jiinin o o ^ o s g 2 g o o So o o no mm Am . >-. >'■3 r: s S| -gg « o M o o g g o o mm •sooinos .ioq:^o ntojj .luoA aoj e;diaooH C3 o o c: o o lO o o •spnnq 9Al:^^^npoJcI uiojj araooni •spnnj 9ATpnpojd JO jnaouiY •snj-B.isddB pau ‘sSai -p[inq ‘spanoiS jo onxcA •uoijyiodioo JO Ajiadojd jo juaoray •saSunStiiq ujopoj^^ •9s.mo9 oiesaiQ •soqoamq qsqsng; •pacoa; •SuiSpoq; O O CJ C?i nf CO « ia •Si8I SI jgqojOQ oonis 98U9J0ai •eoran[OA jo joqranjq > O O O O ) JO o o ) C3 O (71 g • o ^m 6 ■ S S S 2 >2^ ® C-i |^2-g| g.2 cSScsoo-^gs •pYo«3Woo2 lilipill jj 'Aj ® ^ rS m^'A'Amm'iAo ^ . ^ O s © "C f-i CO SOS d •A a §-J2 3 3«3''2 o ^ a Pi to ^ mA^Amm 6 aoci Oi CJ o? 71 o.! (N? (71 OJ (7^(MOlC7iC^G'i(7t(MCi CO CO CO CO fO CO 71 (7i <7i Ct t^'XC^Or-i C7>CO^ CO CO CO ^ ^ ^ rjM GiGidlOlQi OlClOl 0001 STATISTICAL -TABLES. 621 o o o >22 tfs I:- CJ rl ^ t-( o o ^ a o o ft a o o mm I 5 if! io ga ^ ^ . c; .a a : Mg o o ^ r .p gp a si «? CQ O C JZ3 "o § o p : 2P :.S -3 '?gsl“45 - oft^i •'“'pfta .®p .alaa£®r2h!^ » r* * r\» r^i /*•> r^y rsy irs> rv^ rM ro rNj =4-1!=' ' P a' Pi rt • 'p >5 a a g 2M .a .a ©-p a © m "g "o K© 4/3 ^g "rp ^ 3-9 !>,© 5 ft a g ft OT iM|5i m o ~ ccft 1^.9 a ft® a ; <%mc c!^-ft a ccis 0 R p.aa-^ 2 SPpP P m ci a R a 'p a ^ - p © 0 a „ fcC © a © g iP © af tS ft-ft © 'ftftftp ^ ) © S" ffl.o ; ft a P p ■'■' ' bfla J3 p-a © © § a a ■ mm't 5m -C o t- X o o — • Cl CO c; o — * Cl CO p* >■© ^ l'~ i^ I' t- OT 00 CO CO rjj aj CO X Cl Cl d Cl Cl Cl Cl Cl 2i Cl Cl Table Y.~Stafistics of institutions for secondary instruction for 187:5, fc. — Coutiinicd. 622 REPORT OF THE COMMISSIONER OF EDUCATION. 11 oc CO ro CO ^ ^ C.J ^ CO S o a s o s o o c o ^ ^ a? cQ cc CO o q c o tc a; Oort Owi-s S' sJsSSS.g.gs-g^.sssj oSSooS rrrrroooo Pi— ^ pH Pi Pi Ph 00000C0000®©000 ccM^oiaiioc^KcccccCrRc/jKcca? •eaoinos joq'^o qe mo.Tj JTJ9A !JSB[ JOJ S^.(Il90ajI •spun; OAponpojd luo'j; oraooui •spun; OAiioupOiid JO junouiY •sujB.TBddu pun ‘sSu; ■pimq ‘spuaojS jo oniBA. o o c; 03 o o o o o o o o o o O 05 w 3 •uoTjUiiodJoo JO A;j9d0iid jo junouiY •saSunSuB; ujopoi\[ •9SJU00 otssB;o •saqouBjq qsixxfu^; •piBog; •SmSpoq; O O C3 o o o o O LO -O 00 CO CO ca C< (?} tH i-l -H C?i © © o « © ■a •Z-LSl Cl jaqojoQ 90U1S osvjoiouj •sauinpA JO iiaqtnii]^; C; o lO pf O O CO O o o o o ca o tn a o :>^ t >'■ •Pi rt P S2C'®“a3pt— <1 a rt w a a a © o -59 s o'fccg § g rt g >-•§ §-5P^ bt§og-a >1^ ^ ’rS S 3 S ^W.2 •S p ©^a S rtp; p © p © ^ “ S09 rtj Pa © 2 §.29 ■- a !> © ^^2 bt |l I •rt © CO _ . tC 9 rt o © ©•2,S'^ rS S'© a rt ©r^ § S § bc^ ©<1 a , » r o ^ I <1525 rc GO ci C3 c; Ci C3 c; C3 crt c-i CO CO o o o I Cl d Cl Cl Cl Cl Cl CC CO CO M I •jaquinx >nday. STATISTICAL TABLES. 623 Table Y.—Stalisiics of institutions for seGondary instruction for 1873, Coutinucd. 624 EEPORT OF THE COMMISSIONER OF EDUCATION. p p C O O ^ CO CO P K. -to O £2 . ^ 2^ . 'P _ pr— o®poo oPPoC'»PP ooSoo®o®rPo P^-P-^rPrP . p: rP S O i:. P2 rP -rf rO Pi P5 ^ ^ ^ , S232S'^3pp“p3p^pS“SpppS®S o ® o « O « g O o o ,r« ® o ® o P o o o"® o'- 02 02 CO «2 (72 fZ2 H M O ; 'o^r?®®'®'®'®® ® ®p ® 0}^02CZ202C002 02 0202<302 It •aaqranj^ . - , . -j O O) c:i O rH (7^ CO LO ^ t-’ X) Ci O > . . . , JO ».0 ICO O O O O ^ O O O O O i'- i'-' r*- i'^ i'* o GO OU 00 CO cocorococococococococococococococococococo^ococo^^cococo STATISTICAL TABLES. 625 40 E Table V. — StaiisUcs of institutions for secondary instruction for 1873, ^ — Coutiuued. 626 KEPORT OF THE COMmSSIONER OF EDUCATION. §gg o 0) © o s p p. a © © © © rs . lA a m O a o III §1 i S^S o q H O O O 4^ ^2 OT f-i ;- w 'fl4l5a "q 4^ 4.3 4^q=l - o _ tn Ci ©r-l © S ” 3 cc JO oujUA o o o o o o o o o o o o o o o O LO o •rroTjujocI.ioo JO i^jaodojd JO junouiY o o o o o o o o o lo in o •saS^uSnBi; tr-iopoK •9S.IUOO OTSSB^O O C© C75 O O •eaqoTttJjq qs^Sag; •pjBOg; •Snigpoq •S48T ‘ST J9qo!^oo ooais 9ST38Joni •S9rani;9A jo a9qninj^ -P "3 -n « CS.2 CC ©'^ '§ii^ OJccF^ .3® s ©a -§<1 o' cS © . ^ ■ (O a a rO tiy^ pm ^-^-1 43 4J 43 -i-i © mmi^mm ■^m © rS o W § § , -X 1_J ^ -p -2 >,'3 o ; . ; : 3 'U :>iSpMgs'o'go^t>. ■ ^ g' S ®-.PiP<1'Pa2g§«2qSoUp: a c3 2I ?-( , ??g-a3 ? si % r/> r'~] A 7^ g 3 3 S O' 3 S rS 53 's^ c3 t>;i2 ^ b:! 5 ^ 5 oS okI ^ o .3 ^ •jeqTiin_tI I c'o ^ 1^5 o t- oz cn CO yi '. I GOOOTHGNiCO^lOOi'-OOCriO CO CC ^ ^ . . LO »0 lO iO O lO lo STATISTICAL TABLES. 627 >> P CC . >= n a_=3 |0 4^ 43 jz; » . :. ^ H 1st 1.0 5 2 o o +3 CO 03 r-;'5'3 . <^- O O S 3 c o It CCTJ o -h"; o CM. CJ(BCl.r^tt>0i)00 r2 ^ r2 7 r=: ^ 42 n 4 p ■ I n cj os 00 CC CD 3 'S.a’S'S oo^p (Doo^eocjajotH-jppp® ';i<3o®®'PP 02-72 <]cy2 mm’JiOWixn'jyminr^A-400 I o o o o CO CO 6 '- ^■ S § •3 272 a O rH S r- r5 S--5-=^;a'3^.2^ S u_2 s3 S ® “ o 3 <5'^ 3 S 2 S o a 3 o ® 3 3 <0 43 ® 372 o § O •S §-3 S X J 3 O i^<3PmOHO^ 2t>i 3 s i i i i si A A A A o® a 04^ 3*^“^ 2p^2.h 3 So"? g « ^3; 5c -! o tn'i 3 • o ’ o ■43 . « .72 I ^ q'Sj a >- S " r~ ■_> .H sISlilli-Si&SI ■ ■ if. gra o 3a3 3 o it'"" o o ^ >-.72 O ll ""wj, 2.3 3 Ig' ’23S2^3:C®3^®-3r2o.q' 333-4 o-r^ 2^-22 SIoh ;.-§ 3.1 8.3 3 N 2 o g.sl rt s 23^ O ■343 ^ tc ■-sS a r! c a 4 o 'o o o . c - a a A >?J^.2^ .® .3 P ® " .§^ o o 3'S C C- ® > .■3 43 q‘72 d5 a O?; >:^.£PS44^ 43oog^^c5hi!::!-^ .3A''^4'oi^<1 -l: 5 "j: .;:i b -M cc rt 4 C "S °-4i=.gg5-rS : o o 9 P TD O O — 'M ( ic m »p o o o ; Tf< -yi r:< -J1 . cooo—.cirt- CV o o o o o rr uc o o LC o 0 o o i'- i- i-- i c? cc ^ o i'- GO o o — I CM -r lo o r .000000 C28 REPORT OF TPIE COMMISSIONER OF EDUCATION. ^ 13 A S o I a a ^

    ■ a 3 a ^ iSliallHi 1^-3 a a •j^quinj^ 00 Ci O rH O O ^ ^ r-^ lO O O O 10 0 O o ir; uo 10 10 GO C5 o - 10 In S O lA io io O !0 O 10 in O lO >P STATISTICAL TABLES. 629 Table V. — Statistics of institulions for secondary instruction for 1873, ^ — Continued. G30 REPORT OF THE COMMISSIONER OF EDUCATION. I irf . S g S O : a ” 2 s « _® ® _g 5? o' E? 5 H 00 ® O O O -g -^-g cfl o o'® g o a o o o> 2 2 2 2 2, O O O O G Ph'2^'S 00000 mmmmm tPl A o o s 3 o o fOn p. Poo l-5C/2a2C •saojnos J9ti;o raojj ibqA !XSB[ joj sxcIi9D9a; iO tH 10 00 (M GO 00 ( i> rH CO Ci O C CO cf •spnuj OAipnpojd mojj: OTnoonj •spun; OAponpoad jd ^unouiY •sn;u.iucTdu pnu ‘sSni ppuq ‘spunoj^? jo 00 • o ^ 00 ‘ o *0 00 • O 'O rj-:oo 0000 ooocc::.'^! 0-^000 CJ O O O O C3 CS O 10 00 I" o o o o o cot-ho oco’S'od or^'^OT— icoroooo '■(W :g'rH~??o't-''to'o'co'' •n:oTXi3.iot[j:oo JO Ajjadojd jo junouiY o o o o O CO •egSBuSaBj •esjmoo 0T8SBX0 ' ^ ^ '• fO GO •soijoncjq qsTxSag; •X^j^og; •Sni^xiog; Td8T‘ST ■ a9qojoo oouis osBoaonq 0000 0000 CO LO •sgoinxoA jo ; ■ n • ! 2 : :’3 :o^ ■-S p :'X3 ri ; o o il|Ss ^ I 8,2MjO cQ xf ^ 2 o b ^ p'n ® g o'" g o 2 fcJC.2 pq p! .2 t> P H 03 'o o p O 2 pr^Mi^ <1 ; a ;>5 ■ g’ o B ■ p -5- ’a o <1 3“ S o p o O rt -Ih d P p §l2g:1 o .0 p p -1-J o a’p’^ 'loS g : P . O P . o-g .2 P 'rp -H 1 II ^•'":i1|alll“ bX)b w d ^ o d ill»l O O 2 2 a P s a 2 z/} o 03 ■ -1— ■ ' — 00 O 2 ® O 'qppq p p o~ M P cp-.g p p 2 dd5 PglHP^ a p siiiiips-ii •J9quirix CO ^ 10 CO 0000 lO O O O i-- 00 O -H CO " STATISTICAL TABLES 631 O O CJ o 3 3 S 9 O O -. bc-s -ti -:; r:: a Ph f3< P P o o rH ® O s a a ^ o a O -i-= -u ■-*:? Pia o © o OcoM I a 3^ ® ® o o ©OOP COCO.IOl-2 _.rP 3 3 3 4J 0 to o P bC ‘©a M0‘yDi>cooo O X) O CO O CX) o' xT (X) CM CO tH I-'" co" CO — ' ^ o o Cl o , I CM CO CM Cl CO Ol Cl GC O O O 1-H 'TJH !>• O IT. ^ I O Cl ^ o 1~> ^ U-: c-c d io Cl CO LO • rs o CO c:. 00 o o ^ I CO o rH CO O GO i'- ^ > CO O Cl CO CM ^ CO Ol CM lO CO CO CO 00 CO CO 'O c=f-r OOt^"=?^^»Oi--OOl O CO ^ O ^ tH UO >» iO Cl CO o O — I O O CM O LO CO CM s©<^g _lC .S o' (5 5 01 bt;'^ ml WOp tp >:P 3 2'o<:'a A 2 5 ® © s S ^"S ra •-2::1 9 p i !? ® • S i g ^ o i WOl-apH f>3 p § 3 P<1 oP) ^ o © t>3 TS a ■ S © . p <1 p p P'S i ^ « o O O rP 2.a§£^ M P2 a^-2 b-i'a w:5:p OC3 P P © _ 3) © P ©^'^ r- <1 §rH § g OE^^ S E -3 ■gP! P 2 ® m o p;3 i p § § E o^loooooo a: 4^ p g p a3:;3r?:^ .2 o a a ^ p p! -g iH a t-,rPwbH o p 3-p pA b.0;, rE ^ ^ o 9 P4t>'o ® : P •’■ .HECC • p a •H.S >^0 P „ -.4 E-4.3 Pr33ijP'P^P>;P'-'“^ a e3 2 o'S Ef-p a'.aTcp o P e3 pPl P P g p P P ;4 © a^aas'^ ©'©2 o ©<1 o<] c p^ PcCOpI — f-'.-. ■‘-' OeP^O. -iJ :PE.ti>;Ep:Mpa2!r:-o© !> > 03 E f-RiHp:^ P PP2 “SPCjP+b^jKE'PpE a©&©pggES«c;P qppiPfc. — Continued. G32 REPORT OF THE COMMISSIONER OF EDUCATION. 02. 02<\ s a c o ^ ci 1-T ^ © S o S o S 2 S 2 3 © O © C ffl a a c a a a © © © 6 S . © © OpJ wJ <\020202Z002 •S30IV1.0S .i9q;o moj; jcaA :^SB[ aoj s^clpoaji o o o o o o O !?J lO •spunj OApoupojd aiojj. exnooni •spnnj 9ApoupoicI JO jnuoinY •enj'B.TBdd^ pne ‘sSui -piniq ‘spuuojS jo onpA. O O Cl O O O LO O O l.c O O 1.0 o o o o - - - - - — LOOOOO i> o o o o •noTje.Todioo JO Ajjadojtd jo junoray •sosxjnSnBx tijopopi; •esmoo 0TSS'B[3 •ssqouejq ^fsqijng; lO GO CO CO CM CO ■ o o ^ —a c 43 a ;:© c a . o3 ® to 2 : ® S S O ^a<1^'g.3 '32© a o |S-.02 a £ a a © ’^r2.2 g 5'a 4iM § 3^ ^ £ ©.2 © 02 ^ t- O O ^ O g 2 a g'|.2 ap 2 ^ I g ' o g M OiiO a - - - 2 K§ © 53cc«3 g g -^2 g a 2 a.2 a g g =■^1 Its a| J 0^.2 2||» ^ "o d ?H CO J3 •aoquxn^ t-OOCiOr-lOlCO-^ O IC CC O 'O o o ocoir-r-t^t- o o c© o o STATISTICAL TABLES. 633 o o S 2 -2 S o o ^11 2 5 3 ; o 5 o 5 § iJ) o' S' o 5 ^ "o fe-slg- c: o o _0 fcc*' - ''"bo +0 M CO <£c3 g ^ . 5:! • 1 o b; tn32M!og®Si2ro boossoc® b bf bx-g^ 2® 6<^CCW<1cZ2C>Q"^X) += Jii (M CM CbJ ® 5 5 ?? ' b2 .b2b2b3 pOb^ l CrO-O,^ a isgsooaa^-Sol'sgas® © bOOffl^fflObbrOb .-©OOr® 2- a 2P 2^ ® 2'"&b*bmm<,<0<\xiiinxninO br**-' -r? C5 o o o o ooco •ooi>oooi- O ITi b'D lO O O OOlOO 'CiQOOi 'lOr-HOOC^iO O O O C5 o O O O CO o O (M lO ^ lO O O CO O CO O cc C5 00* CO'' r-T o o o o o o cTco’' Oi'-OOOOOOOOOOOCZ-'OLOCiCOOOOOOOoOOCOOOO :r-Hcooo-tHocoi-OiOcooiooc5COOOuocc— i;cj> co? j— j j rsJ— j — j'rr. S--' o co" CO* loT i-HOC^OOOOifO ooooocoo^ooo OOC5OO1--OO10 r-ot^^-Goooocs O CO o o o ' CO CO CO O O CO Ci lO O O lO CO O Ci ^ CO CO o (>l ©I I lO o o o o 01 o CO GO Cl 05 O O t- O O 1 o o » .o Lo i> 1 ^ LO CO d --O T-i ’ •^ddCOdCl-rHO C0Tf‘Cll^rHC5OOl0»-'Oi • O ^ C> CO • o CO O CO • Cl 00 CO c* oo-pji'laa©c ; CO 00 : » ^j:> to 00 ( t CO CO CO c > CO I- 00 C5 ' cr. o 05 C5 I CO CO CO CO I Cl CO rji i.o CO b- -X) 05 O 1 C5C505C50 0 00000C - I- C- t- I- I- i- t- ( CO £- GO 05 O ’ Table V. — Statistics of institutions for secondary instruction for 1873, tfc. — Continued. 634 REPORT OF THE COMMISSIONER OF EDUCATION. ;©3o$'o3So • , r;? jD ^ ,.r> ^ , o GO CO O :: o o rH ' ri (71 ^ xo ;0 1 OOOOOCiOCOGO O i> CO o O CO -. o o xo o i> CO 00 CO CO o o o o o o t-H O O o o o O CO OOOLOOt^O X0 00005 ^ (71 r-l <7i CO 7 O O (7^ X.O O O 05 o O O CO •fioS^nSnu]; uiapoj^ •osatioo OISSUJ0 •eoqonujq qeixSag; •pj^joa g •SuiSpoa ' O X.O xo O O (7^ CO rH Cl xfi CO CM o o XO O Cl d •CZ.8X ‘ex agqopo oonis ee'Bg.tonj •S9uinpA JO Joqraiijq; i (N O (M O lO CO T o o o o ot O M O O O O to O C.S o o o o o GO Oi CO O CM T-1 a o yo4 '"I- o 2 72 S a , a T- oj o a I ^ • rg d ,0: y MfioS 00 Cl ’ '-i P ^ 3 d'-W o g-^'g ^g rt "co.*=D O 2 3 rrj n-, 2 go3^^a ^ I ^iCatc.2^Hc5oc>-c4^r2oOOtHC^3gHJ .a 9 a § shIsI '1at=^gf i^-rS g, a a a g a g ^ a 2 a pHl>a2<1cc •jaqnin^ I 10 CO t- 00 Cl O' < LO CO i" CX3 O < H2 tH iO O H- 00 O (CJCMClOJCCJOJCMCMCOCOCOrOCOCOCOCOCOCO'cH'cH^-^^ September Scliohario Academy Union Uroo School. | (1171 STATISTICAL TABLES. 635 1^3 fee o be bc-g beyj y; -e 3 s o o o V s' o •<0 o 3 fl'i o a o a ir=i ® 1 S >3^ U am® a 343 3 te o i- O lO tH O O I O 00 CO O O O O CO CO ^ O O LO o 'O’CC — (OCOOOCMOO 'lOO COO — OOOIOO ^ Tf o (X) o o o o O O GO LO UO O 1-0 UO O r. c: o CO CO Tt* o CO o o ^ o ^ 1.0 c>zS ot LO I.O to CO Oi r-1 rH ^ ^ 0-) O to lO o o Cl CO CO O'? CO to OlOOOCOiOOOOOOOOOi oojoococo or-coo)~- Cl ci ^ TT* to to • ■ GO CO O O lO to O >0 O O CO C5 to to O ' ooooooooooooo GO to o to ( ct 5 I '3.3 3 be c ® <1 ■ <1 i“fe . S o & : o o o "o ; o 2 I'®! 1 ;-• 111' ;K! a Pjh 3 bC. 3' 3 J- , ^ ^ ^ o rrJ^o rt ^t5 ‘.2is; g. c5 ® '4‘3 «p 3tl o; '2oS<^®2S^ ’ s 2 a ® u s 2^ cc 5 I . o a - ; ®J^ o :5as^- ® a’ 5 § bu i '>’> P^r- ^ 5 5 CO O O isf.l'i'la; s ls=li2|| p >;.;i -iJ ^ > >» X, ‘r^X (n ciX ^ > o rt - ci 'M o o pqoMp=10l5^i^ C OPh (DC/2 o 3.2^5 8 Cl CO to O i'- OC C5 I- C'- i'- I- i'* I- r- t'* i'^ lO O t-» GO c: O — H Cl CO -rT* to O Table V. — Statistics of institutions for secondary instruction for 1873, ^’C. — Continued. 636 REPORT OF THE COMMISSIONER OF EDUCATION. ggHgSf III ■s a OhsCC<5«2M-.M ^ S -PI to i >5®^ 3 c3 ® M ® C3 SkJ-S ®t340 o « ^P^oFoOKccco t>;>j a a C5 O Or-4 <1C § 'fl O o S-Sco rP ©no ® .2 OPco oi •§0 .a2= a p - « ^ g-gj p-' § Is”iails|i2 i 353 O 2p3 a 2^td .3 ® a I fl.2|-a.227 l3oS-Egrt«oP-J2o *jaqran^ ‘ lo r- 00 Ci O tH O'! c SooSooooobooadcoooooQO^cx) iCO^lOtQl'-X)CiOrHG^CO • • 1 t-h ^ r-. O'! Cl C? ) 00 C - STATISTICAL TABLES. 637 cS t=^ t>; c? r^rS C"^ i il^i ra r=q ?: O . a g 2 3 o s s o a'a”-s-slaf-3sfif|^al -g^-g^-g ^ ^ „ m7^irjA<.mminmO*H^^mmin ^mui on 'll o o f5 3 '83 CO ^ ® ® 8 s a ,Q ® 3 « ffl ^ ® 3 3 o 0!Xi<\>-icn CM 40 5 g w ^ o :-:g r <10c/: i ro Cl d Cl ro o o Cl 1 d d 00 CO d ' O O o CO Cl ^ 'O 000000000000 0000 0000000 OdOCO OCO r-ldO'^ 2 .a e« O rt PnilO 2~ O Ph p: 3 3 ® o O « O O ® ® 4:= I O a'sl'sl’i (ppMf^p , a a ; O ir- ? a iX'3 S ^ g'o'^ O J O 3 go oO ‘-■’'■'aS^ o - a?© "to o 3_3 3 og_3'a 3 rt a'rt'c 3^3^ w cc K M cz: O r-i D o s’ 3’ a'.s ■- ■■So? ^2 a'all^ig 3 gj« rt Skm ^ o 2^3: g ^^"■3 ph 3 .a®rocococococococo I 00 a; 00 00 00 00 00 00 H d CO ^ o o 5 SooSScoooojocooSSoo Ci o — Cl CO O O 1-- QO O “ O O O t'* 00 o o o o o o o «-• 00 GO 00 (30 CJO GO Table V. — Statistics of institutions for secondary instruction for 1873, cfc. — Continued. 638 REPOET OF THE COMMISSIONER OF EDUCATION. •saomos jaqjo raojj: juaA !jei3]; aoj s^diooajq •spnnj OAT^onpojd uiojj oraoonx •spunj GAT^onpojd JO jmioniY •snj'B.icddu pnT^ ‘ggui -piinq ‘epiinojg jo •troTj'Biodjoo JO Ajjadoad jo junoniY •eaSxjugnB]; tiaapoj;^ •aSJtlOO OISSB^Q •saqonujq qsipgna; •pj'BOg; •gaxgpoq; ’oiST ‘91 jaqo^oQ aauts as'Kajonj •saraiiTOA ja jaqninjq •joqninNX c c c o C o -5:!^ 1=: - O r ::: r o c ^ 'CD o 5 o 5 o o 5 a S o oc.?ocj.i)ac:>c a2W<^8 ^ oS 11.2 cS 0-2 a o o o o o o LO O S'? •>-.1 20 <1^20 mO a_.<5 0'f:| ©-S S'cs'-jI •S § s fcds g 'oY. S Ssart1i1!g^A!t^o !i.2"'S'|0-5S3 t-^A30c-i2 ^ ^ rS I o CO £-• GO O O X O ^ Cl CO ' OOCOOOCOGOOCCOOOC30COCOXCOGOGOOOOOCO I lO CO 30 OO0^C5OOCiO05 COOOOOQOGOCOOOCOGO STATISTICAL TABLES. 639 640 EEPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for secondary instruction from ichicli no information has heen received. jSTame. Location. PaIvT I. — Schools for boys. La Fayette Ili.ch School . Montgomery Male High Sch’l. Collegiate and Commercial Institute and Home School for Boys. Hillard Institute . La Grange High School . FletcherTnstimte . Mt. Vernon English and Clas¬ sical School. Forest Academic, Collegiate, and Military Institute. Danville Collegiate Institute. Somerset Collegiate Institute . Howard Institute . St. Thomas Home School . Sedgwick Institute . Macon Male School . Omaha Collegiate Institute .. Boys’ High Sehool . Mr. Young’s Classical School for Boys. St. Mary’s Seminary for Boys. Lyons Collegiate Institute. . . Home Institute . Classical School . Jackson Military Institute. . . Yonkers Military Institute . . McHeill Turner High School. Wentworth Male Academy.. Ch ambers C . -H. , Ala Montgcmerj’. Ala. Hew Haven, Conn. Forsyth, Ga. La Grange, Ga. Thomasville, Ga. Wash’ton Heights, Ill. Anchorage P.-O.. Ely. Danville, Ky. Harrodsburg, Hy. Mathew’s Store P.- O., Md. Owing’s Mills, Md. Great Barrington, Mass. Macon, Minn. Omaha, Hebr. Portsmouth, H. H. Elizabeth, H. J. Flushing, H. Y. Hew York, H. Y. Hyack, H. Y. Ebchester, H. Y. Parry town, H. Y. Yonkers, H. Y. Shelby, H. C. Wentworth, H. C. Part II. — Schools for girls. St. Anne’s Academy . St. Mary’s Academy . Home Institute . j . School of the Holy Cross . Golden Hill Seminary for Young Ladies. St. Margaret of Cootona . Fair Haven Seminary . Academy of Our Bady of the Sacrcci Heart. Boarding and Day School for Young Ladies. Family and Day Sch-^ol for Young Ladies. Gothic Hall . Miss Weston’s French and English School. Convent of Mary Immaculate Academy of the Immaculate j Conception. | St. Mary’s Academy . 1 Academy of St. Vincent de j Paul. IJrsuline Academy . j Loretto Academy . | Champaign Female Seminary Academie Favarger . Benedict Academy . Dearborn Seminary . Edgeworth S bool . Institute of the Infant Jesus. Our Lady of the Sacred Heart St. Ignatius School . St. Joseph Academy . . . .1 Bardstown Female' Academy. Mt. Olivet School . !! . Calvary Academy . Loretto Academy . Academy of St. "Vincent de Paul. St. Vincent’s Academy . Convent of the Presentation . St. Hyacinth’s Academy . Ur^uiino Order . Fort Smith, Ark. Little liock. Ark. San Francisco, Cal. Santa Cruz, Cal. Bridgeport, Conn. E. Winsted, Conn. Fair Haven, Conn. Hartford, Conn. Hew Haven, Conn. Hew Haven, Conn, i Stamford, Conn. Waterbury, Conn. Key West, Fla, Atianta, Ga. Augusta, Ga, Savannah, Ga. Alton, Ill. Cairo, HI. Champaign, Ill. Chicago, Ill. Chicago, m. Chicago, Ill. Chicago, Ill. Quincy, Ill. Fort Wayne, Ind. La Fayette, Ind. South Bend, Ind. Bardstown, Ky. Gethsemane, Ky. Lebanon, Ky. j Loretto, Ky. Morganheld, Ky. Union County, Ky. jHarksville, La. Monroe, La. Hew Orleans, La, Hame. Location. Boarding and Day School for Young Ladies. French and English School . . Miss Furlong’s Select School, English, French, and German Family and Day School. Prospect Hill School for Young Ladies. Sheffield High School . Family and Day School for Yoimg Ladies. Convent of Our Lady of La . Salette. Academy of St. Mary . St. Joseph’s Academy . St. Paul’s Female Seminary.. Bethlehem Academy . . Acad ’y of St. Frances de Sales. Brownell Hall . . Girls’ High School . English and French Boarding and Day School. Misses Wreaks’ Day School.. St. Elizabeth’s Academy . St. Joseph’s Academy . Model.Schoolfor Young Ladies St. Elizabeth’s Convent . English and French Boarding and Day School. St. Joseph’s Academy . St. Joseph’s Academy . Church Boarding and Day School. Macgregor Hall . St. Joseph’s Academy . Home Schbolfor Yonng Ladies Family Sch’l for Young Ladies Dr. van Herman’s Classical School. English and French Boarding and Day School English and French School. . . English and French School for Young Ladies. Gardner Institute . German- American Institute i for Young Ladies. Jackson Institute . ! Mme.DeValentia’sInstitute. i Mme. O. da Silva’s School _ Mile. Eostan’s School . . Miss Burgess School . Mrs. Bleeker’s School . Primary, Progressive, and ' Finishing School. I Seabury Seminary . I Academy of Sisters of Mercy. j St. Patrick’s School . I Keble School . Home Institute . Charlotte Institute for Young Ladies. Putnam Seminary . Academy of the Sacred Heart. St. Xavier’s Academy . Bishopthorp . Boarding and Day School for Young Ladies. Bellevue Ladies’ Institute - Academy of the Assumption. Convent of the Society of the Holy Child Jesus. Logan Square Seminary . St. Joseph’s Academy.’ . St. Vincent’s Seminary . Wallace Street Seminary for Young Ladies. Catholic Female Seminary.. . Academy of the Sacred Heart. Academy of Our Lady of Mercy. Baltimore, Md. Baltimore, Md. Baltimore, Md. Boston, Mass. Greenfield, Mass. Sheffield; Mass. Springfield, Mass. Sault Ste. Marie, Mich. Hokah, Minn. St. Paul, Minn. St. Paul, Minn. Holly Springs,Miss. Ste. Genevieve, Mo. Omaha, Hebr. Portsmouth, H. H. Elizabeth, H. J. Jersey City, H. J. Madison, H. J. Madison, H. J. Eed Bank, H. J. Allegany, H. Y. Astoria,' H. Y. Brooklvn, H. Y. Buffixlo", H. Y. Elmira, H. Y. Flushing, H. Y. Flushing, H. Y. Ithaca, H. Y. Hewburg, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew York, H. Y. Hew Vork, H. Y. Hew York, H. Y. Hew York, H. Y. Eochester, H. Y. Eochester, H. Y. Syi’aciise, H. Y. Tarrytown, H. Y. Charlotte, H. C. Putnam, Ohio. Salem, Oreg. Beatty’s P.-O., Pa. Bethlehem, Pa. Germantown, Pa. ilechanicsburg, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Philadelphia, Pa. Sharon Hill, Pa. Hewport, E. I. Charleston, S. C, STATISTICAL TABLES. 641 lAst of institutions for secondary instruction, ^c. — Continued. i^ame. Location. Name. Location. Ursniine Institute . Academy of Our Lady of Mercy. St. Stephen’s School . Academy of the Immaculate Conception. Convent of the Incarnate Word. Ursuline Academy . Ursuline Academy . Convent of the Incarnate Word. Boardino; and Select School of Sisters of Notre Dame. Boarding and Day Schflol for Young Ladies. English and French School for Young Ladies. Part HiU Female Seminary. . Columbia, S. C. Sumter, S. C. Willington, S. C. Jackson, Tenn. Brownsville, Tex. Laredo, Tex. San Antonio, Tex. Victoria, Tex. St. Albans, Yt. Harrisonburg, Ya. Washington, D. C. Tahlequah, Ind.Ter Part III. — Schools for boys and girls. Southwood Select School . Bentonville High School . Baptist Seminary . Lutheran High School . Methodist High School . Napa Seminary . Yallejo Public^School . Frederica High School . Georgetown Academy . Laurel Academy . Lewes Academy . Milton Academy . Edgeworth School . Lake Forest Academy . Fowler Institute . Public Graded School . High School . Hartford Collegiate Institute. Wetmore Institute . Carlisle Academy . . Falmouth Academy . School of Parish of the Good Shepherd. Christian Academy . Orphans' School . Minerva High School . Nicholasville Academy . Harrisburg Academy . Owen High School . Sharpsburg Male and Female Academy. White Haven High School . . . Hebrew Education Society. . . Patteu Academy . Church Hill Academy . Milton Academy . [ Hanover Academy . West Schools . Hale High School . School of Observation . German Catholic Academy. . . Fair Lawn Institute . Talladega, Ala. Bentonville, Ark. Fort Smith, Ark. Fort Smith, Ark. Fort Smith, Ark. Napa City, Cal. Yallejo, Cal. Frederica, Del. Georgetown, Del. Laurel, Del. Lewes, Del. Milton, Del. Chicago, HI. Lake Forest, Ill. Newark, Ill. Yates City, HI. Kokoma, ind. Hartford, Kans. Irving, Kans. Carlisle, Ky. Falmouth, Ky. Frankfort, Ky. Hustonville, Ky. Midway, Ky. JVlinerva, Ky. Nicholasville, Ky. Owen County, Ky. Owenton, Ky. Sharpsburg, Ky. White Haven, Ky. New Orleans, La. Patten, Me. Church Hill, Md, Philopolis P.O.,Md. Hanover, Mass.'S Marlboro’, Mass. Stow, Mass. Westfield, Mass. Hokah, Minn. Jackson, Minn. Select School . Groveland Seminary . Crystal Springs Institute .... Langston Institute . Yan Bensselaer Academy. . . . Summit Institute . Ingleside Academy . Male and Female Seminary. . Antrim High School . . Chester Academy . Dover High School . Keene Academy . Keene High School . Landaff High School . McCollom Institute . Rollingsford High School .... Walpole High School . West Jersey Academy . Ames Academy . Monticello Academy . Mt. Holly Institute . Oneida Seminary . Ovid Union School . Palatine Bridge Union School Bird’s Nest Cottage Home School. Mt. Pleasant Academy . Hartford Academy . Bock Spring Seminary . Hicks ville Academy . Sylvan High School . Kemersville High School. . . . Bloomingburg Academy . Cafiton Academy . Delhi Station Grammar-School Harlem Springs Academy . . . Plains Seminary . Andalusia Institute . . . Columbia High School . Loller Academy . Milnwood Academy . York High School ’ . Carolina Female Seminary. .. Mosheim Institute . Clear Spring Academy . Public Free School . High School . High School . High School . Orfeans County Grammar- School. Academy . New Hampton Institute . Lamoille Central Academy .. Morgan Academy . Westfield Grammar-School.. . St. Mary’s Academy . Lakeside Seminary . St. Joseph’s Academy - - Mankato, Minn. Wasioga, Minn. Crystal Sp’gs, Miss. Holly Sprlngs,Mis3. Hydeburg, Mo. Marshfield, Ma Palmyra, Mo. Palmyra, Mo. Antrim, N. H. Chester, N. H. Dover, N. H. . Keene, N. H. Keene. N. H. Landaif, N. H. Mt. Yernon, N. EL Bollingsford, N. H. Walpole, N. H. Bridgeton, N. J. Ames, N. Y. Monticello, N. Y. Mt. Holly, N. J. Oneida, N. Y. Ovid, N. Y. Palatine Bridge, N. Y. Bhinebeck, N. Y. Sing Sing, N. Y. South Hartford, N. Y. Dry Ponds, N. G. Haysville, N. C. Jackson’s Creek, N.C. Kemersville, N. C. Bloomingb’g, Ohio. Canton, Ohio. Delhi, Ohio. Harlem Spri ngs, Ohio. Tupper’s Plains, Ohio. Andalusia, Pa. Columbia, Pa. Hatboro’, Pa. Shade Gap, Pa. York, Pa. Lexington Court- House, S. C. Mosheim, Tenn. Bheatown, Tenn. ShelbyviUe, Tenn. Burton, Tex. OwensviUe, Tex. San Antonio, Tex. Brownington, Vt. Fairfax, Yt. Fairfax, Yt. Hyde Park, Yt. Morgan, Yt. Westfield, Yt. Charlestown, W.Ya. Oconomowoc, Wis. Steilacoom, Wash. 41 E 642 REPORT OF THE COMMISSIONER OF EDUCATION. MEMORANDA. Name. Location. Remarks. Theodore Hunter’s School . Tuskegee High School . Batesville Academy . Soulesbury Institute . Washington High School . California Military Academy . Oakland High School . Hartford Public High School . Hopkins Grammar-School . Bartlett High School . . . Norwich Free Academy . Stamford Institute for Boys . Connecticut Literary Institution. .. Woodstock Academy . Taylor and Jackson’s Academy .... Graham Seminary . Chicago Academy . English and Classical School . Palmer’s Academy . Seminary of the Sacred Heart . Ewing University . Christian Brothers’ Academy . Onarga Institute . St. Mary’s Academic Institute . Addison Collegiate Institute . Seminary of the Assumption . St. Teresa’s Academy . Bethlehem Academy . St. Simeon’s Academy . Auburn High School . . Nichol’s Latin School... . MaineCentral Institute . Franklin Family School . Waterville Classical Institijte . Academy of the Visitation . Washington Academy . . Cambridge Female Seminary . Rockville Academy . . . Shrewsbury Academy . . Phillips Acgdemy . Chauncey Hail School . Bridgewater Academy . . . Cambridge High School . Concord High School . Williston Seminary . Lawrence Academy . Lancaster Academy . Monson Academy . Oakland Hall School . West Newton English and Classi¬ cal School. Warren Academy . Worcester Academy . Convent of the Sacred Heart . Hope College . Convent of the Blessed Sacrament. . Sisters of Notre Dame . Academy of the Sisters of St. Joseph German Catholic School . Mrs. Brown’s School . Female Seminary . Cassville Institute . Woodland School . Female Seminary . Institute of the Holy Innocents. . . . High School . Male and Female Academy . Bath Academy . . Kimball Union Academy . New Loudon Literary and Scien¬ tific Institute. St. Paul’s School . St. Mary’s Hall . Peddie Institute . Angelica Academy . Black River Conference Seminary . Claverack Academy and Hudson River Institute. Central New York Conference Sem¬ inary. Montgomery, Ala . Tuskegee, Ala . Batesville, Ark . Batesville, Ark . .’ . Bethesda Springs, Ark.. Oakland, Cal . Oakland, Cal . Hartford, Conn . New Haven, Conn . New London, Conn . Norwich, Conn . Stamford, Conn . Sufiield, Conn . Woodstock, Conn . Wilmington, Del . Chicago, Ill . Chicago, HI . Chicago, Ill . Chicago, Ill . Chicago, HI . . Knoxville. Ill . . La Salle, HI . Onarga, HI . St. Mary’s of the Woods, Ind. Irving, Iowa . Topeka, Kans . Concordia, Ky . Elizabethtown, Ky . New Orleans, La . Auburn, Me . . Lewiston, Me . Pittsfield, Me . . Topsham, Me . Waterville, Me . Baltimore, Md . Baltimore, Md . Cambridge, Md . . Rockville, Md . Shrewsbury, Md . Andover, Mass . Boston, Mass . Bridgewater, Mass . Cambridge, Mass . Concord, Mass . . East Hampton, Mass. . . . Groton, Mass . Lancaster, Mass . Monson, Mass . Needham, Mass . West Newton, Mass .... Not found. See Park High School, (identical.) Merged in Arkansas College. Closed. Not found. See Table VL See Table VI. See Table VI. See Table VI. See Buckley School, (identical.) See Table VI. See Stamford Military Inst., (identical.) See Table VL See Table VL See Delaware Institute, (identical.) Not found. Not found. Not found. Not found. See Table VII. Name changed to St. Mary’s School. Closed. Closed. See Table VII. Not found. Closed. Not found. See Table VI. Declines answering. See Table VL See Table VL See Table VI. See Table VI. See Table VL See Table VII. Not found. See Table VII. See Table VI. Closed. See Table VI. See Table VI. See Table VI. See Table VI. See Table VI. See Table VI. See Table VI. Closed. See Table VI. Closed. See Table VI. Woburn, Mass . Worcester, Mass... Hancock, Mich . . . . Holland City, Mich Hokah, Minn . Mankato, Minn . . . . Mendota, Minn . . . . St. Paul, Minn . St. Paul, Minn . Yazoo, Miss . Cassville, Mo . Independence, Mo . Jefferson City, Mo. Jefferson City, Mo. Pleasant Hope, Mo. New London, Mo . . Bath, N. H . Meriden, N, H . New London, N.H. See Table VI. See Table VI. Closed. See Table VI. See Hokah Convent, (identical.) See School of the Holy Apostles, (iden¬ tical.) Closed. See Assumption School, (identical.) See St. Paul’s Home School, (identical.) See Yazoo Seminary for Girls. Closed. Closed. Closed. See St. Peter’s School, (identical.) Suspended. Is now New London public school. Is now public graded school. See Table VI. See Table VI. St. Paul, N.H .... Burlington, N. J . Hightstowu, N. J Angelica, N. Y... Antwerp, N. Y. . . Claverack, N. Y. . Not found. See Table VII. See Table VI. Closed. See Northern Now York Conference Seminary, (identical.) See Table VI. Cazenovia, N. Y. See Cazenovia Seminary, Table VI, (identical.) STATISTICAL TABLES. 643 Memoranda— Continued. Name. Location. Eemarks. Fort Edward Collegiate Institute.. Grammar-School of Madison Uni¬ versity. Ithaca Academy . Clinton Grammar-School . Fairfield Seminary . St. Joseph’s Literary Institution. .. Kingston Academy . Anthon Grammar-School . Columbia Grammar-School . University Grammar-School . East Genesee Conference Seminary. Schenectady Union School . Seneca Falls High School . St. John’s School _ .* . Webster Academy . Chickering Classical and Scientific Institute. Curran & Kuhn’s Boys’ Academy.. Mt. Pleasant Academy . Kingsville Academy . Central Ohio County Seminary. . . . Third Street Seminary . Chambersburg Academy . Wyoming Seminary . Academy and Graded School . Nazareth Hall . Hallo well Select High School . St. Joseph’s Academy . Classical Academy . Providence Conference Seminary. . . Fort Edward, N. Y . Hamilton, N. Y . Ithaca, N. Y . Clinton, N. Y . Fairfield, N. Y . Jackson, N. Y . Kingston, N. Y . New Y^ork, N. Y . New York, N. Y . New York, N. Y . Ovid, N. Y . Schenectady, N. Y . Seneca Falls, N. Y . Sing Sing, N. Y . Webster, N. Y . Cincinnati, Ohio . . . Cincinnati, Ohio . Kingston, Ohio . Kingsville, Ohio . Maumee City, Ohio - - Steubenville, Ohio . Chambersburg, Pa . Kingston, Pa . McKeesport, Pa . Nazareth, Pa . Philadelphia, Pa . PottsviUe, Pa . Heading, Pa . East Greenwich, K I _ Lapham Institute . Bedford Male and Female Seminary. Castleton Seminary . Burr & Burton Seminary . Lydon Graded School . North Scituate, E. I. Shelby ville, Tenn . ^ . Castleton, Vt . Manchester, Vt . St. Johnsbury, Vt... Green Mountain Institute . West Kandolph Academy . Preston and Ohio Institute . Montgomery Male Academy . Danville Male Academy . Masonic School . Milwaukee Academy . Select School for Young Ladies, (Mrs. S. M. McDonald.) De Beaulieu Institute . The Misses Wotherspoons’ School. . Waterbury Center, Vt . . West Eandolph, Vt . Blacksburg, Va . Christiansburg, Va . Danville, Va . Eichmond, Va . Milwaukee, Wis . Georgetown, D. C . Washington, D. C . Washington, D. C . See Table VL See Colgate Academy, Table VI, (iden¬ tical.) See Table VI. See Eural High School, (identical.) See Fairfield Academy, (identical.) Closed. See Table VT. See Table VI. See Table VI. See Table VI. Closed. See Table VE. Closed. See Table VL Gives no statistics. See Table VI. Not found. Closed. Closed. Closed. Suspended. See Table VT. See Table VI. Closed. See Table VL See Table VL A parish school. Closed. See East Greenwich Academy, Table VI, (identical.) See Table VT. Now public free school See Table VI. See Table VL See St. Johnsbury graded school, (iden¬ tical.) See Table VI. Closed. Closed. Merged in public schools. Closed. Closed. See Table VT. Not found. Closed. Not found. G44 REPORT OF THE COMMISSIONER OF EDUCATION. js I g I® i ^ gK) Is •ss ■§ o'S its o o <» O 53 •sdiqsjBXoqos JO aoquinx; | •suopvi:)i:)sni joq^o jojno jou pip pnB 'JBo’.t ottnapnoB JO osop jB osinoo po^apIaioQ •jboA ( OTinOpBOB JSB] JO osojo oonis ]6oqos oqTju'opg po.iojn;p[ MBOA OIUiapBDB JSB[ JO osojo oouts oSopoo paiojua; •noissiiaps ^oj pa.ituboj; oSy (•oqijnoios pnB OTSSBp JO OATeiqoxo) ‘juaiu -j'jBcIop gspSag; ni .loqmnx; •jaotnjjBdap oqijuo ^ -ps HI ejnapujs jo jaqranj^ •jnorajiBdop ois ^ -eBjo up sjuopnjs jo iaqninj^ •siopujjsni JO jaqran^ .2i a uoijbztubSjo jo ojbq; •lajjBqo JO 9jB(i W I' O t- ■53' Cl T-l r-l e e O O TP O CJ < 2 a 2 o S a s S3 1 §3 tt S< Cd ^ ‘S ® § - a a -2 IHh 3pqg'S|j3 00 Ct) C30 GO O 00 :t‘2 a ' O ' o till S ^ r5 o !2io ; o B o • o.y! g 0(^0 CO Ci o t*coci rr * ^ : a ; o 41 « tflS i «o3f§ ■ -fH g ^ 'S ^ r -^£L3 ^ ^xnxjlr ! ! Ph ^ I c?p . • ; • ‘-iS ^ , o.'ti c3 , ' O o ; ® ffl a a- t. !h O c3 ■ PhP^OFQ I 3 1-5 ^a" ^ C*' ^ is ^|:S.ai IdwoH Oh4df:dt-^ O i> CO T-l CO lO CO ic ^ 00 CO 00 00 00 a ^ aw a|PH' > 3 I 3 >5 ■ § 2 fe a ; a~ ; • ■ ‘iS a'.-^ B|«aaa5=as| M ^ „ arS p-ia '2 ^2 .2'2^ ^S.aJ ^ ■PC? o 1C <7J C t>s>;q «il a o • .-a fcc ® a o >3 O 3 a^ 05 a oP a s C3 a a ®'aiTd a PsirSs a cS a* -2 S a lac egP^ o'^SP C g-g a.! •a^-aS oj^wS-J o ® : ■ o n o '^•gcc« o'a'a’ScI a'gl^j-g® 3||||||gp o g p ® ^2 § § "a ■s i O o >i M-| a i a ®0;9 g ® § o 2-^ f5 -M ^ Pl^ISlo^Sc 11 il T lO iH e ^ T}< O CO ^ <5^ o O lO o ■ 05 o 00 i> « o o lo 00 00 CO lo ^ cooooor^p' BS 10 § ® 11 :'o •r^ 2.1? H c.a O C3 O UWPh '-a H p £■§ ,. 5h O c« \P pLitDott a 'ft a a p . p p ® p ® -p o § o p P.PJ'PJ'O o ^ : p • :p •aii 21| Oh :t) ffl ..r : <1 f-0 44 illi S ,.n , «^,-|.s,| <^- 2 gbp-^I^M.a '^•3 § >.3 2 ®rPK?0 § r-^Slpf-'PPp® ..pp ^ irp a ^ 2 p^ il Wh S'S 3'a PS rt o N ■p tc a o COHs p >■ o hiP gQ*<1 2^ p > ® 25 J ^ PPb p p d " >.s ,ll§ia|l|||| il<3|“3WM.i5|H "«S=o26sM?riM(a sr " ® g p Pp o 2 2 ® So O^^OdPP <)^a3PPPP 00 00 GO *000 X 00 00 • X X X lO t- C5 Xrt LO 0^ CO d X X X X X OCOiiOCOTfOCOuO'^"'^ LOXrHlOOt^t^LOOtiO Xl^XXXXXXXX 0^0' -Ci^Tt^joco ■ X X XX 'XXXX ® o o o o o o - - ^ * CO Cl ‘ O lO XXX XXX '2 ^1-p"a S~p ® >i> c3 ^ ^ P S o 2 o §:? p g a a^-g §.9p3 § S-i gp H P ®d I M'S .2 § g ^ 5aapd^c^s^^^^3?at5;^lspwpS53 Es p*^! 'p ® p' pfS I ■2 § & ^ C5 c3 I pwp, § O 3 3 • .p ® ^ :MS o o 0 S : §0 : Sp,,- P-S®'" -§ r§ ® rg g.'l Ij ; -S p k® M .ajc/jH :3 o a-1 I II ^ -5’atB 2 .. ^sS^a §1 1 i.al'S^ s cc 05 ;z; S S rt « •o33pp' J ® pa 'p'o PCO 2 fl fcfp ^o pp o o l^l^a > 1“-|||i SoB«^' ssSs®"^ S]| I ^ ? 2 ^'3 * '2 • ‘ !? o W)k; 31 a-.pJCra CrS-b. a t>^ S • 1 ® ®B<^ * 'a®^^®®2^'^ S’^.2^gg2.‘Pl rS ®.5 ® a o ® a a-g 5"rt p • o ■ m las ^a o g . cp; • rP ® o ® : p cc-g. . p ® Rp >~.B w C^ g 3 S J= c ? • >; 2 O ^ Q . T "ti * *r^ ^ ^ ^ O Sm !3 ^ O ^ rl ^ I5 slSpgw "1^5 il|5 ■ P g p-S-gP ■;<1 f? 2 a pd Plo'^ro^^. a-PJ ® .2 ^ 3 ® p 3'^;a 3 ®s P©>^a^opS.2. •£•£■£ i ip %si s^lll 2|3s| N3I i ilslI'i^ii^Ss-s ?^pH2qooPpSc: o T I d 1 -O UO 10 LO o 1.0 O I- X C5 O t-H Cl CO * From Ke^rt of the Commissioner of Education, 1872. h As Hartford Grammar-School, which was founded in 1G39. a Includes English department. c None specified. d United with classic. Table YL— Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, <^c.— Continued. 64^ REPORT OF THE COMMISSIONER OF EDUCATION. Students. •ediqsitJioqos jo J9qnin^ j O O O • ; • oo -oo ; ; ; ;«oo •euoijnjijsupoqjo J9jn9 jou ptp puu 'Jue’A oiraopnou jsui JO osop ju oernoo papidmoQ H TJ* • 1 CO * d O l- « O 1-1 <0 (M O . ©105* (M •auoA O^UIOptJDU J8BI JO oeop 90UT8 jooqos opijuops pojojug; W H CO • * uo « o 10-^0 . O O T-i rjt ^ o 1 . O O 1H •JB9A oiraopnoTJ jsb[ JO oeopo OOUI9 oSgnoo poj9jng[ « 1 t- r: t-- • CO • • csL3-«»*c>3or-(ji -T-HTHinooiOJin •uoissiuipB roj pojinhga; oSy 5 i • O rf d • r-l rH ^ tH C5C50 -TO -00 -f-ld -d • (•ogpuepg puB OTSSBp JO OAisnpxo) ‘ja9ni -jjBdep qsTiSua; ni requin^ e H lO i-( .00 . UO 1 • 1 • 1 LO . . d . rO i GO O lO rH d I 1 C5 .GO ' O ^ 2 • o •jugrajJBdop ogrjuo -108 ni 8ju9pnjs JO jsqmnjq; C5 198 a36 3 185 OOt-. . . CC .^o .COQO .^COCi . . lo . ^ .d *00 CO •jneuijiBdop ots -8Bp ui sju9pnj8 JO joqranx CO CO Tf. LO T-< 1(0 t- OO rp o 1-1 LO co'^oocoicddodcoocor^co Tj^rHCO-^lOCOdOCO’^dCO'^ •sjo^onii^sni jo joquinj^ h. CO ^ dcod'^rM-.coc5dcoo)0 • ^ G04ncoooocoGOco:ot^':okOco 'CO i> 00 GO 00 00 00 J- t- GO QC 00 GO CX? 00 'GO JO 9jBC[ M 0 1833 0 1797 i844 C^ ‘Od— 'O 't-dCO « CO 1 o CO • GO CO O * GO * GO GO • GO GO » O • 1 1 fl .2 1 o yA « . . , is . . e • : ;P8 : O 1 1 ^ ^ : : J •^.2 0 3 : =« J pj-J §1 1 "S S-I O ° iVO § S--2 2 2.= C 6oo5^"M^ JL Oi m » . Nazareth, Pa . Philadelphia, Pa . _ do . East Greenwich, R. I. . North Scitaate, R. I . . . Providence, R. I . _ do . Castleton, Vt . Manchester, Vt . Waterbury, Vt . Amherst C.-H., Va - Hanover County, Va . . Norwood, Va . Beaver Earn, Wis . Milwaukee, Wis . Name. H Chickering Institute . Preparatory dept, of Oherlin College . Collegiate Inst, and Normal School. . . Chamhersburg Academy . Easton Classical and Math. Institute. Wyoming Seminary . i 3 3 >5 c > ^ c ii Fewsmith’s Clas. and Math. School . . . Hallowell Select High School . East Greenwich Academy . Lapham Institute . English and Classical High School ... University Grammar-School . Castleton Seminary . Burr and Burton Seminary . Green Mountain Institute * . Kenmore University High .School .... Hanover Academy - f*!' . Norwood High School . Wayland University . Milwaukee Academy . •TanTTmwl .H(Hf0'^»0C0I-Q0C5Oi-O>O3 From Report of the Commiasioner of Education, 1872. a Includes English department. b None siiecilied. Tablk VI. tj oo7„xfy^Zoy inviuamg scnools for secondary instruction, having preparatory departments, 0 1-1 o o o o o i enjBJ'Bdd'B puu jauiquo OTqdo8onqd 'B uoijnjp8ui 9qj 8BH I AjOJ8Tq IBXQJBU JO jguiqBD B uoijnjTjeni 9qj 8BH i AaojBJoqBt • oixuoqo B uoijujtjeui oqj sbh •9811100 UI siboA jo aoquin^ op; -ft'® ^ " 3 G ®-iO 3“ 'PicOi *0 'tj «o3 ort g--g^ a ^ i:i+: is 5 ” o « ■ G.o 2 G rrO- ■2 - a o S-G SHj'D'S.0 G a o Gc«c3is®k2.2oO^O+i 00oWoW!2iMO!>coa2 p3.g-a.s s ' w 3 (-1 P •jgqranii H(?lC0Tpir5?Ot^Q0< 647 From Eeport of the Commisfcioner of Education, 1872. 6 School is owned and supported by Bates College. As Hartford Grammar School, which was founded in 1639. Table VI. — Statistics of preparatory sqIiooIs, including schools for secondary instruction having preparatory departments, ^fc. — Coutiuued. 648 REPORT OF THE COMMISSIONER OF EDUCATION. 51^ d 8 ft o o mm H O 3 d -I o d tr ® © O H a 3 d a^i; © ©ft O-kS^ ft3 P. £ ro d' ® ft ©©w©--' ^3^^® mmOm^ 'cJl-* IS ft© © © mm 11^ a ® d . I CO d sa 1-1 £.Sd. ^ © £ ffl © d a d-» ® ” £| ft S !ft ^ S M •sSat -pnnq pnB epuuoaS jo 9npj^ •spanj;-;}.n9ni -.iiopae JO GCQOOTiT ^'Bnuay •jnecaAiopua jo junoray o o o o o o o o o •spnnj -diqsj'Bioqos jojnnoraB pjoj;, •ranunu Jod SuiSpoi pa's pjt'soq jo jsoo aS'BJOAy nin o n lO t’ o i^- d tH CM CN S O 5 ft •notjraj JO jsoo ii3iinay ■ZL81 ‘SI aaqojoo aoiits Aiejqq ni osbojoui A.i'B.iqn eotunjOA jo aeqranj^ O lO 00 o (M^Cfr-TTir C^t-T j, rantSBaoiAS v uoijtijrjsni eqj sug o >^o O O O X o o I siij'B.i'Bdd'e pno jamq'BO oiqdosopqd v uojjnjijsui oqj s^u i, Ajojetq I'BjnjBu JO joniqBO B noTjnjTjenT 9X[j sbh ;oo xo xooo i, A,IOJB JoqBX oinioqo B uoijnjTjsnt 9qj rbh 0X0 >^X X X X X ' •9Sjnoo ui ejB9A jo J9qninj^ V rt*' cr> n -d - d O IjS-s S'?, y 2i3|p|l|!|||i||^|lii H ’S 'ffl dn d d P bJOft O.SSSaTidHjSod-rt pa424Hfldh’©©§oSd^2'^*'xdf8t5[8S5 o o o H i-q Mft pq o o F I-) <1 o H p=^ ^ ^ Ph <1 a 302 © ©^ © g S' t d +j «■© '© © 'g d [S !3Jq' bW ajdS o" ® «ftrt - ®-2 coPHM^PWaa •aeqiunjq; STATISTICAL TABLES. 649 3 a a«2 ! r-I S I g I 3 ® ' Mir r_3 S' !<1ry2 4i w 05 2 C5 O ,g-'S. fflogoccoop ^ a a^ a s sS s ^ OO+sCoO^O *UUlUS.S.-3U S" ap I ^ H S cc pR §a -2| &■& aJi, ;-« ® rt ^ o ® 5 ^ ^gn^a Cjg f-l p 2 ^ © 1— * © o ^ Clj ij t. p< ® L-^ • H © CORRM - -Q's'^SoH^SSQgSS^ !dG‘^j3S©'^4^?500t^r^©©4P b£ o fcl} bL-+e ® tJO*^ _g 1^ 05 ^ o riji^o o©o.r^ O CO o o o o o o o o o o o o o o o o o o o o o o • o o o o • o o o o * o o o' in Jo in o o o o cT Ln' in <£ o o o o o o o o o o O CO o O CO O y~^ o^'m" o o o o o o o o o o o o o o o o o o o • O O O lo O Oi ' LO ^ CO r^ ^ T t-- o o o o o in in o o in T-i ^ ^ CO (01 (M (n >ininoQOO O O QO O O O O ooocoooooo OOCOCOOCOTf'??^ o o r- o o oomooooooTj^ oint^ooo oocD :® xoo xooo oxxxooxo X X xooo X O o X X o X O X X X O X (01 CO rp CO CO CO * g' II ■ '■ ^ >: o CS |S III ^ © a _ p. g ? 2p3 © d c'Z.gi^i iSli q O ® > ■Cg^l O-iPQO^d § I a I o 1= • S|a J-^l ai-.C0=2 d 9 an a a § S a ® g a® rt 2 aCiJ O'® _rKM Si? ■d a P V .S -fj ^ p3 a ^ 2 fM§c|pa|® ® 2 3 b a ^ o 'O ®‘ 'ci a , 43 ® o . 2 ^ .a ' p O o • h- 1 073 l-S qr- ;_o II if S| il la|| ^ a rt op. 72Pi a ® r 2^11113 5„t».a©rratz! i® qj aorr a QPPOPQQP iiOCO'9'OOTj'rrCO'ViOiO kH ’p ci a;. . ^ o 'mJ b® S't .3rt •qo’^PPa2o-S sf=‘^oA-3-:s6.’s'g-S-2 •q '' • q ooi q « a.a o-q gt>pr:; ®.a.-dF( (1 a-t^il. ®^a^'©$-^20Sg'g ^ gK ®CC 5 g'p 3] Ma ®t-. 5pa^.2 d ' a a ® b£ ■a -bl H •S'gb'g-sl ■§ ® g a Ip i TO i i rt (3 oqP£^4J-PJP>’;3f^® d. p 2 P o; 2 R ® q ® K.ap®^aaaPacf- ^oPpHpppPomp )C-Q0C-, Oi-H(MC*5'^>OOt' 073 §73 > -■ r-3 r3 > ® , a Mp.g£;a<] l^p^jKPg P © 'w ^ s S g o q P> ^ P ^ cS 2 2 From Report of the Commissiouer of Education. 1872. & None specified. . cZ From other sources, $28,009. Buildings destroyed by fire May 30, 1873 c Uses that of the Stevens Institute of Technology. fl Includes tuition. Table Yll— Statistics of institutions for the superior instruction of women, for 1873 ; from rqjlics to inquiries made Inj the United States Bureau of FAueation . [Note. — _ indicates that no reply has been received ; 0 signifies none.l f)50 REPORT OF THE COMMISSIONER OF EDUCATION. •sdtTisjrj[oqoe jo ’ox •s^uapn^s JO aaqrann xnjox O • O • • o o ; o • o (M cj CiOOOOC-inCOQO-^M n ’sjiiax> -njs-ajnnpnjg-jsod jo -o^ • C5 • OJ (M M 01 •osjnoo jBxuSoj ni ejnopnjs jo -oj^ CO f- CO lO OJ o > >o lO CO 00 cb irt i •sxuapnjs 2 ^ Oh c3 » a lOlOlt-HOlrHCOOli-lOlOO •sjojonj^eni lOVi-tOOiOCOlO'cfiO' oowt-icooiocoiov' •oinraoj lOliO'CTM.^COOlOlVOl •9IEH rllOCOOlOlOl .CO-cr •noijETrnnouop snoiSiiaxi ' ^ ! • o ---SI OQ CC M if ® c? fcH P « 3 ; P 0 ■ o o o CS.S 0.15 S ® S' : &§ pq "p, o <1 .'^©o © X l> !> tPPfp •aoT^'Hzm'esjo jo 9':^^a; ) Oi CO O ^ 00 s 05 r- o ® ^ ^ o S 00 s s s JO 9:jT?a; O C5 CO CO CM m (M lo CO CO lo CO 00 00 00 00 00 00 lO lO CO 40 00 00 O GO lO lO 40 00 GO 00 OO 00 ^ c3 ! •§§ " r " j <3 'd S 2 a'2'2 ®-3 o.a^p|||-S|)| J gt.fl'S ptrlP^^MPHHPMfaPlz^^^^<1QOOPP0P^ O >, ..2 s ® .21^ §1 ■p o'© OQ ®.2.2 o'^2®rtS® • ■® • §)§L® • w © ^ w c3 • ®Q tJ02 g.2 ® I 0.2 Jo _ ‘PccOp'flOo g'gaj rM 1l|lllillsjffl!fiillS°1 ,|^^|fJp|£^ll||Sa||||||l c- ^ o o^-yp mP ^ ||^|’a2^|^®“§^g|§2.«r S'® S.2 o-p 2 aBrri®=.g.y^ •fl to m Q Q § •aeqxun^ / STATISTICAL TABLES. 651 cor-cooo:tcoco'^ioooa>»oirt'^o 1 T-H ^ X rH t- CO * CO Ci O CO CO 00 O CO o o CO ^ CO t- CO CM Ci CO^ iO .O(MC0t-»C50000(MOOO(MQ0t-U0C5 cc: CO (M CO O CO CO lO CO iO o . lO (M Ci CO 1 . . * 1 • ' » » 1 1 • 11 • • * 1 * ' ^ • • 1 • . . . 1 I 1 g 1 . 1 1 . • , 1 . CO "g ® :-:gi.p Presl) . . . Methodis Union .. K.C .... Methodis Baptist . M. E.... Presh . . Presh .. E. C .... Kon-sect Cong & Pi Moraviai Presh .. . M.E . E. C ..... g ’g sg S Non-sect Baptist . Non-sect Non- sect Baptist . Christian Baptist . E. C . . - . Non-sect M.E ... South’n I Non-sect Presh .. M.E.... E. C . . - . Methodis Lutheran Non-sect ^ -P o o © © CQ 73 2 i : iNwl ggg il^ ^ ^ c3 M 'S 'S 2 S S -o 0 c S 2 P.3 S-^ O ^ ^ > o rtCS .SOct5 a I ll I filll i S c^ c^ o ,►7 Q- f>3 w ;>5| Mgbd^M-'-- _ _ S 5 a SB 3 P'S 5 - ?«lis23^1^-^l^ s«i M oc'^ 5 g p T T 0^ I o O O (O® ph o o w i-q h! M oj Q M Tirs -VH .UH ® d" S -S g g > bX)^'^ ^ ^ COr^ ^ O p o o .P! -P T* ® P3S g a;S c3 rt Pf Pi g pqpqpqoH[^<1 H (D lla g ®o D'rt Cl CO P! S rt •cCbJO O (O .'o'o . ®oo§. ® ® ® O P o o §1^ rtCC il h4 bC !^ p ■I O tjc Efislill-ijlll IK illlifflBfiSi 3 p S '^. a« g ®--._ 5 o ^.3 ..•9® 0-2 -2 br* UK ? ® >5 ' a ■ ®Ph o ® o d ® 1— . a Dr W jpR O ® ®_rt O ©'o ^c?a ^ -^,co (> 2 5 ^ ^ ^ cjja;P3© 9f2^ -.o a ® a n -t; « >. -®'d s n ? “ a g g a (D d o ®r/2 <» O-rJ 1® ”®« ,g d ® d'2g'^ g a!^ ® I a.2 ® ® ® Elj g ® c _ ^gg^i^ga fe ® g 2 , .- bco 0-23 0.2^ >^-3i2gaa.-2- ■'■ C .t- .S O gj -w csczJ ctOr:3 gsTd ug ^ c^ -2 o P f“'®P3 Q;)C';^pn' ©cop-rno^ * ^ ^ oJO ^ -•P3l>©«o,^P^'^M '^ox.©sip'dr^^ii^pp-p©'d t>Oocijp^i^t?cxP b Does not include primary school' and Kindergarten. TabIiE VII. — Statistics of institutions for the superior instruction of women for 1873, ^c. — Contiuued. 652 REPORT OF THE COMMISSIONER OF EDUCATION. •ediqeiupqoe jo ^ •B;n9pn:j3 JO joqrann ^ •sjnop -iijs-9jBnpuaS-jeod jo 'oj^ •9Sjn09 ptJJBd JO ppgds ui sjua’pnjs jo 'ojq •osinoo jBinSfoj m ejnopnje jo -oj^ CC O CO 05 'i.o-t >^COt-OCDOlCC^ IJ c3 !-i Pooc5(Ho-^ooboi> c5Wi>ooT} fl :fi pT J ^.a w ^4 « uJ • ® H o 2 P( .-s <1 g-g g ^ O'gsfl P P 'p a' . . ^ ^4 o .2 ® COHpi^P^ •aoijBzicrBSjo jo oj^q CO *050 -O^THt^CiT-HUO . ._ . _ .LO ‘OcoBOin»oj>co 00 CO 00 CO OQ 00 00 00 00 GO CO GO 00 * 00 00 * 00 00 00 00 00 00 00 •jo^jBqo JO oj^ci • lO •'!t‘ O CO o c o t-- < SoOCOaOOOODCOQOQOGOQOCX) k2 ■ -a 03 - ^ ’ ;s .,4, g 'Pro ■ ro -a 2 • ^^ro P p ro P © iC'pfcH ©'^'^ © .2 .-o'U3 S 2 r>'^ Prop,® |l|l||5gii — TO a: Cw y iS 3 0^ as •S^ )OJ-.o.'SgKr«o .3^ ‘©d •©■■ • ^ a"'.® ^_a ^ .2 S .2 ^ ^ PP p fta'^ y'^ 2~ 2'^'f p44SoL2iS!»^o^oop©asp. PPOOPSOPcCOOfiHHMpP! be .• a h o ^ -tsf y s S=2 ® •a 'WO} t>m a a 'asa :©P^'^=' o 'CPoa^oH&i o y ©^ ©'^O ©p! ^ b£^ ©Eo a ©-a'a a fe ® O'eS rP" o ®S[iaaro^'aJroH©g a pf©) p ® t.,na, 1-4 ?n £.1 a y r©4r4 ipl||P|i. S ^ O O P ^ P O ^ O M P>3 ^ P P 'jgqnm^ n-lOCOlJ^OOOOi-H^MCC ■«?fli©CDt-CDC5OT-P©lC0’Q0©5O l>t-J>i;^t-*i-OOGOaOOO OOOO 00.0® 00 00 C5 05 C5 C5‘C5 ©5 05 C5 C5 ©5 0 STATISTICAL TABLES. 653 of tho Comoiiasiouor of Education, 1872. a By subscription for year 1873. Table VII. — Statistics of institutions for the superior instruction of women for 1873, tj’-o. — Continued. 654 REPORT OF THE COMMISSIONER OF EDUCATION. •sdtqsiupqos jo 'o^ I 2 I •s;a8pn:^s jo jaqixina X^^OJD o o o lo iO o < I t.. to TJ. o to t- •sjnap -ti:>s-9n?npBjS-:^so(i jo •3S.inoo iBpiBd. JO 5^ I XBpade ut s^^aopnp jo ’ox; ^ jB{nj9j ni g;napn:}s jo -ox ' Ct • O to mooMirtt-coiot-o o cj o lo o ■O Ol M to CO • •e;u9pn;s •sjopnj;etii I to • . o o •OXBUIO^ to o u 00 •OPK Cl rH 1-H Ci O ■ CC . d 'to •uoTi^Binraouap enoiSqa^j oh ^4 : o a; _ a £D * ' ® : : ; :P : : : : : :.-fl ; • : P ^§5 2 • ►-la: J S sa ii t't'fPxtPgtPx .(> 0C0-^0£®^*i© H 3 ls © gP^II - HR ^.29 S : : fl : ! bB ^4-1 .9 1^.2 R 5^ £i§ t-l . O dPnf^ Ma5d > ^ > ®^3 © •nopuzraBS.io jo 8!).bc[ QO GO 00 00 X CX) )aOT'OOa3GOOOQOQOQOQOODGO( •japuqo JO qjbq; ■ t- CO • O CO •2.2.S-: :P4 , eS !:JDc3 cJ c3 t3 P gHdiH s-C(^ 2 5 23 2 o 2- g- R g ® ©-2 2 ® P^^Or^'fe o:=3 £ '■ " ~ — o S c'r'r- a o — ^ „ - c3 c3 Plcfa-cf fi 2 2 2 •S'.SP^ a" ® o © 2 ® 3 bI|Ir OdOSKOCOp4<1c5ROOOR^^■^2^RP^A^ PhRRFN do- p. „ ® .©,00 ; o ■R • © :o2 >-. CR o a © ® • btB® F*. • o 5 g :;2 g rj ©9 ■2^g®o^^ n, I1 -302 - ©02 : © o S[£2o '«M ;o©r||20©^^|6s© 2??a§a22 ,+=9®&:irt S a xfl © © 5 I *-.5 a b£2 «2 S ©Bl ®2r • ©H g-g 2- §'« gB Ph » © S I a 2> «9§ 2 9 c o®(=<“a^2o©aa^3^2 t>j2 2^;g'2B'®a g ® ® a ® -S R©Bo2n:j9at.Sao>a'c2'a! btx atl00Pa2,322 1 1^1 92 S a a © o ©t^^ aR ©2 2 a 9 ©, g cR2 ^ R © fg X +3 bTRB a-w a ©-R^ 0 •jaquiTij^ ‘lCC0t-00OO--tClCC‘*fLC?0J>G0C5< LO o o o o 10 o LC 10 O ^ O O O t > O CO O J> STATISTICAL TABLES, 00 'TJ 00 ?0 0 0 0*^^ (71 O CC CO GO CO ^ CO CO ' CO CO lO CO ■ C- 3 I O . o m If ® & Ch PhM §"1 c3 cS c3 i2 ^p:)fqpq3g i:3 t, ® WA^;zi 1^ “it ,?f.i . o « 'S d ®0 ord S'c? ao'g S wtna^^ ^fl§Qp4 'g cQ > > >: f-i^ ® d «? . P^N o"^ g WpHi^ > > !>l-5g O} .CO Ph o 2 i3 w , g ® a^ Hh ww— Hi ® O >-s .9 H - ^ '^3 0® ®r3 ^^wsa a M M ■£ H gHH a . p: ® a v9 .a 00 00 00 GO 00 T-n CO 00 OJ uo to i- lO lO o 00 GO 00 00 00 CO CO • CO r- r- LO • 00 00 • GO 00 ACOiCiOCOCOOlO^f-HCO 00 GO 00 00 GO • 05 C« C5 I lO lO o • 00 00 00 9 ^ § § :hh qoOcc g 5.2'-'aHj5f2 ”=2-?PlaS||Sg-gg-gVa«^lM H gS9 a Jit®- hH ■ X • S;:^ a § g ® Q H gH. 5H ■9 ® , C? ^ . J 2 ^ ^ m' fci - ; w. - -13 a^'-M ■S'5bi^paa'artaa^®oPS9 'p.9®5S9®_grdaaf^p®2'r2>^^M o-apart ao®.922222'a aS ©2. 9 P'2«iPPPf^a2 bt • uju - o o ^ fcx K 5 A^aa S’® « ; s , o ;i/2 I ® bca ® g P " to • I , ® • I i|i i .M ® . 1 I : Pi a t :gH^ : ‘tx ^ * •K* q © :|§® ; ZZ LJ S ' ■ » • ^ - r^ • -iJ ^ !o® O®w02 ♦OQCS© ^oP ®C)S ®a ® g n a^ O ®^ 1^0^ goS «® I a .®g-^Q ■®'S=993 a ^'"^1 o--'^^ ® arSP-l ® ® ®^| |®a'^§|PH'J®®oPoM®^^a'a®aM®g^,a oo a ® ® ® 'cC ® ® S bX)b£®*';q bfj3 § ®2a3^ ® «• ^ ®a- - 30 -OQ^ao^® O^P5®®'3§®a® a ■'O ® £,bc x 2 ia< ? 2 ■ ■®aS®®'g^ ,2®'gMa'-:aga 2 a a a ® ® I i| i g ^^a||b£a§^ adrtM-Oqccr^;^ od §3^ § Sa I a a. 3 aiS ' ® ® cc p ®^ls q,S a ® a g a I a a'3' l(?if0Tl-l rl.rH tH CJ • ' § I < 'snjBiBddu pnu 'sSni -pitnq ‘spuuoi^ jo oni«^ Cl |i2, 500 20. OOO! 100, 000 20, 000 2, 500 200, 000 35, 000 75, 000 30, 000 . . o • o 1 o * O ‘ . o • o • . O . 1-H . : • cc> • CTi • 000 08 000 ‘0I 000 ‘01 000 ‘51 000 ‘ei •noTiBjodioo JO Ajjado’.id jo jnnouiY M Cl 0 000 ‘001 000 ‘os$ 0 ■ 000 ‘I 1 . 1 . 000 ‘15 000 ‘01 000 ‘OT Cost of — •osanoo jbiu -Saa UI rannuB aad noijmx Cl Cl oooo-^oooooo o CO c£) m o o lo o o o ^ 1 o lO • o >ir, t CO * Tf ■ 1 • t o • • 1 )10000000(?10 -OO ' r- o in to «o cc o to i.'s • to to • •asauoo AaojB.iBd -aad UI uanuuB aad uoijinx H OOO10C5OOOOOO ^ 1 j o CC CO . lO • o • rH . c: • O I • r8 • 30 50 40 30 30-45 o o • o • o o • • o o • » CO CO •uaiiu -UB aod SuiSpoi puB paBogc © Cl OOOOOTJ (T-lr-lT-iTHrHCMCOCl • o . o . o » cc • LO 1 ; e ; t < 'OOOOOOCJ(MO -OO » O GO O O lO o 'OO ’ CO r-i CM 1-1 tH T-l ot 'CMt-i c!> : lO Volumes iu li¬ brary. •SZ.8I ‘SX aeqojoQ oouis osBaaouj © T-t. O 1 O • O O O O O • • 1 o o • • » T— 1 iO • • 001 i ■ : ^ : •aaqiunn otoit A\ IS ooooooooo .o OOOOOO OO 'O CiOOOOO 'O I-T CO* 1-H M r-T r-T I-T .* • O O J.o • 00 CO • C5 ■ o • o o ‘ o • o o 1 cc ■ lO LO • CO*' • 000 ‘l 000 ‘I . •ausA OT:^su[oq;os ui S5[8aAi. jo 'Oj^ 17 ooooooocooooo OO CO *00^<7iC50000C D . O O • O 00 • TJ< rji • CO •asjtioo 8'4BiS9X[oo ui sj'boA jo 'oj^ 16 . . TJH ^ ^ T }H . -Tf Tf Tjl 6 !S Florence Synodical Female College . . Huntsville Female Seminary . xaunrsviue jeemaie vjouege . Judson Female Institute . Marion Female Seminary . Centenary Female College . . Alabaraa'Central Female College . Tuskaloosa Female College . Alabama Conference Female College . Young Ladies’ Seminary . College of Hotre Dame. . Dcnooi lor Aoung Aiauies . Hartford Seminary . Young Ladies’ High School . Congregation de Notre Dame* . Young Ladies Institute . Wesleyan Female College . Furlough Masonic Female College* _ Southern Masonic Female College . Andrew Female College . Dalton Female College . Monroe Female College . Griffin Female College . . Hamilton Female College . La Grange Female College . Southern Female College . . ‘ ‘aequiii]^ r8 ^ r-1 tH »-t r-l t-8 r-i rH C'l O'? tCi STATISTICAL TABLES. 657 2 12^ cl .'f ."^•^rtC5r-iC3C-r^'« _CCCIrH’-'(M'— 1^^,— l._l._|T-l (DOO”o®C45'®o'fl;cD o § i-sl'l ^|a= CQ © o fal O S o © I o §D >.© 2 c S -3 ® i>-o ■ ^ ® 2 ■ ' Vh O ^ o ® ® ' 2 a |i 2» o3^ ai » i>o ollllfl ills ^ »3 ^ cS 'p ^ ^ ^ >"H ^5# oS ^ ^ ^ fVi p O ra 3 S 2 2 o-g 0032 S;S_r®;:20M4^10 9 ;5 o ^.2 ® gtq g.2 H ^ « f:tb£>,oO*oa52’o“>' = c5'*:lS^3c3JjS y-- H si 9^ &2>| g 5 S.l-g &'^S ® i au;i>?ooqo^oi>^a::«©+i£o5o®o£oo l-(^r'OOpHf-il-^P'a2r^<5Mt-sf!^CCi^l^3l-^P«2(«=iOW loggs® o Pa; "o O ■' ® ■ =C>5 1 p ; a 2;? a O B r2 ©.P.P ® 'o ^ ^ P •rH Ci g © a a 4^ C3 >. ^ bBa— r-i -4 ;r- a © S j © ®.a a © ©a:U’9 0.aP©P®®®.--,'-4-— lstH-3-=’3i-”=®»2?*^ a.3 , S a ® p ■Si'S! f.O-S"=Mg-g af^sgaAos ■' - 7a 9_ — ■ g P'^ Vtag.P'aO'-JCaaPrP o«®rv,P©P'2 7J 5 _;a ®(0 g o j-; tcB r® a Tr ” — © _ 2 P'^ too o- i Pj 1=0 « ® ® g g; ©^a aaS PsS 2 ^£’® PP-’?o^^ B ^'o “ 9 — a®2:i(S®®©4j®0-a-2;23i9^pp^pP^-i'9pP PP'^PpKPccMPcccccCi'^i WPPC)pp<1pO 42 E Piom Ivcport of the Commissioner of liducatiou, 1872. ftlnciuiUug tuition. i> Annual State-api)ropriation. Table VII. — Statistics of insiiiutions for the superior insiniciion of womcu for 1873, fc. — Continued. 658 REPORT OF THE COMMISSIONER OF EDUCATION. p t- CD I ^ ^ fO O ic oo o CM ( o o a . (M 2 2 >> S P 3 C S tH S Cl 2 ® oi 5 © CC t-J 73 ^-3 c 3 731-5 •gao.inos jaq;o xre rrioj|; jcoA q,SKt oq; .loj s:^{Iiaa3y[ o o o o o o •spnnj ^AI(^^npo.I(I JO ooiooni •spauj eAT^onpojd jo junotaY •snji?,iB(Idi! pnB ‘sSai -ppnq ‘spuuo.iS jo anie^ C S 3 CJ 3 O O O O O O o o ‘nopuiod.roo JO jCjJodo.id JO jnuomy o o o o •9SIU0D .IU|n -Soj ni oiuiiaB jod aoptux o o c: o o o o o cc o < •os.inoo i^.ioj'UJBd -ojd ut ninaatJ Jod noijrax •inaa -nu jod SaiSpoi pau pjTJog; oooooooo o to T-< ir: T?' o O? CO Cl -H Cl t ■ZL81 ‘gx .laqoxoo aoais asuaioni © 2 O C> O O CM O O 1 o o o 0 3 0 O O 13 •jaqcanu aioqAi •JB0A oixsT;[oqos ui sqaoAV jo -ox; ■es.inoo ojui-oapoo ai sivqK jo •ojq; yj, bC i ajP00P3^p07j072WH73i^Mi-^>2 OJW !>, ® >, ci T3 02 O d n5 r lO “ ^ : 0 . ^ • - Ol « rH -• Ol ^ ^ - O ® ® 5 >-2 »-5 1-2 ^ >-2 Is 2^_bg £ ) © © 1 d d : d d ) hi h> . o O - 1 o • • 1 • 1 . o. O CO 1 ; O 1 . • • o . 1 1 O O • O 1 1 ; • ; ; . ; :§g ; !§§ ■ 'o • CC O ' '00 ' • ^|•lOOd*'CO•^ ; :§ j • * lO O • O ' • • • • •• • 'OO • *00 • 'O i " ; i i • • • 1 o o ■ • n' • t J • df ^ J LvT J • 1 J • • • • ‘COCl “^d • ‘CO • « 1 « • CO ' • CO • • Cl o o o o o ooooooooo o o cc o cc o o o o o o O O CO o o o o o O c: O O O O LO o - ^^00500000000 0 10 0 Oi o o o I'* — o LO o o o lo o o r: »o i-lr-tr-lT-HrHC0(MT-lrl0iC0rr:0C0(7^r-(0< ^ ^ IS ig 1 o o o o o < O O Ci I ^ Ci Cl ' « o p 00 < o o o o o t- o o o o o o o o o o Cl o o o o Tji o o o o 00 o Cl o cc o o o o o o o o o rH lO 00 CC O Cl lO cc < t-T cf CO* ^ O o o o »o cc o c r o' cf r-T <7f th" cf cf O O o O o o > o o o o o d cc d o CO c; lO c O •zl S 3 . - . >~g • «§l-2a • <) s I .S 05 § - d d s a.s ® ®w w ■k O o d .’Sc/: I d ■1-1 . bD • a : s . o -2 a vs o roco p II >ip ® 'oH^ ® S 2M O ^ o lJ d f-T’ r.” P' 3 = ^ d.2ig g 53 ^ 2.5 2^0 r-^ ® *=*•«« 4i^ 2 t>... C5 ® t>-+i P ® ^ Im rt'^3 i 'i-'S ® a g^l sa ® 0^0 ,^|®|Sg^1^.3 p xf 5 .'" ® ^ p o a ® >3 bCf? ® ci hp ■ 2 5 : e p : p t^.p: 'a: .2 S g^.So;5^a ^C-pa*"^®® s • ■ So I ® 2 al § § ® Pr*^ P rt g ®^i.2§isi5'gl| pO--5®-®Sp^ oTjoTco g S. ^oo'®2pcjfg'p PpL,pL,<10Pi-POr^Pv39MW?o6^OOOOO cp'^ioor-oocio OOOOOOO-H IC30-.0-iC}CO-S2r5COMCOTrrl-TC pj 1? ^ r2 a g I ’© 1h ^ M o ® y* gp H £ a ■^oo©5 © >-.p ©73 bIP _ ^ ^ ^ bt) a a -2 '2o_g-2nga©'oc« O ^ ^ .ja O S ^ b g^'btw.a ^ rt cj (D rj c5 r? 00 •J9quinj«x STATISTICAL TABLES. 661 From Eeport of the Commissioner of Education, 1872. a Including tuition. 2>Per quarter. 662 KEPORT OF THE COMMISSIONER OF EDUCATION. Table VII. — Memoranda. Name. Location. Remarks. East Alabama Female College . Tnskegee, Ala. Tuskegee Female College . Tuskegee, Ala. Female College of the Pacific. Cutbbert Female College . Marietta Female College . Major Female College . Evanston College for Ladies. . Oakland, Cal.... Cuthbert, Ga.... Marietta, Ga. . . . Bloomington, Ill Evanston, Ill.... Quincy Fem.ale Seminary . Quincy, Ill . Episcopal Female Seminary . Topeka, Kans . Michigan Female College . Wells College . . . . Elmira Female College . Ingham University . Rutgers Female College . Convent of NotreD.amedesVictoires. Vassar College . Concord Female College . Susquehanna Female College . Lansing, Mich . Aurora, N. Y . Elmira, N. Y . LeRoy, N. Y . New York, N. Y . Ogdensburg, N. Y . Poughkeepsie, N. Y . Statesville, N. C . Selin’s Grove, Pa . Jonesboro’ Female College . Jonesboro’, Tenn St.aunton Baptist Female Institute. Staunton, Va _ Closed. See Alabama Conference Female Col lege, (identical.) Closed. See Andrew Female College, (identical.) Closed. Closed. Name changed to Woman’s College of the Northwest University, June, 1873. See Table V. See College of the Sisters of Bethany, (identical.) ^ Closed. See Table YIU. See Table VIII. See Table VIII. See Table VIII. See Table V. See Table VIH. Closed. Changed into a normal school. See TalSle ni. Closed. Closed. Table VIII. — Statistics of univo'sitics and colleges for 1873,/ro?Ji replies to inquiries made hy the United States Bureau of Education. Note. — For statistics of tbo professional schools or deiDartinonts connected with any of these institutions, reference is made to the appropriate tables. STATISTICAL TABLES. 663 •aicK •oIBr; 'sjuapu^s JO joqraujsi; M w O C*5 LT O C5 •juaiupiudop AJ0JB.lBd3,ld ni sjuapujg o o » O —I CO Cl •pagiesepun sjuopnjs jo aoqtuu^ •uorjon.i;s -ni JO sd.io3 •SdiqS -.I0SS9J0jd'p3A\0pua; •aaqiuuu apq^ : : ^ • 1-5 ' ^ ; si .0^-1 S . 0^ r\ ^ f:l ^ fcfi i<1fi w- ; hi e ^ - i>o > ^d > d >' t> >■ > o’dc/i; ffi o e • • <0 . (SO . o ^ o s o o t, ■ .' p:;oa'<^?^«oaapawwp^apHM Ci • ?0 O' X) C5 00 Ci Ci 00 1.0 Ol *0 C'l — ' CP CO CO'X^QOQO •GOGQOOOOQOOOOO>OOOOQOOOQO'XGOa)00 00 LOuO O O O lO »0 O LO iO ’ ^ O^ CO :g ;j^ g d-f ggoa 2 11 a S O 2 ©"f,-- ^ ® a^aaiw.s'sa 2 2 2Pd3paai? g | ©•r o sa.2^ j j a a-'g ® s | § i i § g i § . O (2! H H W P P P W CC CZJ OJ 72 CO cc cc co.t> oj bo C-S pTi <1 O ?, W . . o o © fcCo rj © (3 tf-n: © Kr—j y. y. © rc bc a-+H b© ® p ' bo^®^® sa ©_5 bjrl W&a c..g:§ © - fcf -r P'Ho ®r-c)0 c_a;a3 o+^Ta: •saao-3^o-'s=egc55^'o = 2 p r^c >'•5 S-'^ ^ ^ 2 ©"tf iSo"' y 'bC ’-' ©®'® p 3 s 2 “ 2 2 'AS^ S ^ — = -= ; s 2>= s^a.sa 2 la P’3 - s ^ ^ ^ 'r; s ^ 05 ^ ^ 5 t:; ^ COp72HPP72^72p7;'72pPcOPOPoPH §3 go © ® © 5-::: -B odp -. o a p 2'y >-• .0 2. -2 : 0^.2 3C •joqranx T-1 Qi CO PO CO i> 00 C- O 1-^ 01 CO ^ : 'X5 c; o -H *From Keport of the Commissioner of Education, 1872. a Dead. b Partially. Table YllL— Statistics of universities and colleges for 1873, Continued. G64 EEPORT OF THE COMMISSIONER OF EDUCATION. Collegiate department. Sopbo- nioro. ■9xn 019,3; ^ 1 o lO o tH CG • o O Tp • liO •9inpT 2 1 O ^ CP C- lO d 00 to r-l d in ^ CO CO ^ PO G *(0 d ir- o CO 05 S p 2 •9[utu9,3; 14 ■ CO CO c: d • oo O r-1 •9[ni\r 13 O CO 2h 00 CO iQ Cl d Cl GO J> '?f‘ d d o •o t- Ci o d r4 rH -O •e:^n9pins jo J9qninjq H Cl I-- Jr- O Cl O CO O d CC IT ^ iH -H 1“! d o o CO O C“ CO ^ rH »-4 r-4 G? CO 00 m ^ CO r-< lO cn O vJU r-i »C> r-l r-» GC d CCS r- CO CO PC •^uonipindop Ajo:^t;.indoad ut e:^u0pipg •9^0019,3; IT • o o • d Cl LO . 1 cc o ^ ^ LO . • CO Ci — < -p » • Jr- CO c^ ■X O • lO *0 • CO •9inK © H o. o c^ »r. o o CO '■- O ^ l'- 1-H t-H ^4 Jr-oc: ocooo^*!^ ^ C5 ^ S 21 2 p ^ P P •p9gtssB[oan e:^a9pn';s jo a9qauiy[ St ■ LO • ::::::: : : : : : : •noT^on.ijs •edcqs -jos89;oj;d 'pa^^opng; ao OOrH OOO ‘CMLOCO ^ o • o ■ d O • 'g' ! ^ •jgqnmu ft '.o P ;=r3 O M :pP :pp -tip^ : :p :p^P JKP3^ flp § a Sj^Po : :P :P^- * ® .s' a > H <5 >■ O H : !r,!> (y, Qr— I .aJQJO)- ppppppppppp p«-p > t> > o S gp ® ® M o . . ® Cj .2 g f p-p QflS a.as 1> r .P P P r; a fl .2 -g P 1,31 O g g Sc'^ ” c ^ ^ o o o oPP .a .a « c; ■ rt.3 :&2 i 2Pp-rpp|'S|p O 3 cT^’-a 3"* O £! f3 aj p!zipapp?^pppp .2 • : I !||ol 1 3 Ch,^ 3 ^ ^ rtM o cS O' gllfpS G 'IS A CC ^ 0^1 S g 3 Po^ppp •aoiiBziauSao ,;o I ^ oocoGOoo •Goaooocoao o o m CO t- o LO o 00 GO 00 >X> GO Ma^aui[o JO ojBQ eo O O 4.5 Is P • ■ “UoP 3 'S ^ ^ w -L_ rhrK rt c3 - • P rt ® 1"^ ^ '%^Ba £1- • i-- lO ■ CO »o • GO ‘00 llg-B'l7|J'i“» rtgg.oPcSap P ©5 3 3 rtS ci c;l oppppcb I >= : ‘ • p 'la • P O 07 ‘ tCfp o G cy t> © p t/. •3 S .2 © !Ao 5 ®a|^o|-” pPp 5 ©^p3^.^23§ P'0'; 3^' ■ P ^ 3 A .2-^ PPP 3 3 M © hit ■' “ 3 5 > g 0.3 ^ „ ps ® a^.^p -A.a 3,s o §0 ■- - ni ^ 2P.2 ■ 3 eg , O ^ t^C5COOJr-P^- IpI © ©p pp f • a ' rt > IJS q iOP^ S o aP 2 a|i^a pbPcip >■ > >ca > © © © '^ © p^p^p^Pp:^ ;7P ^ It g ^ 1-^4^''^ 5. a :p ^p ^'b- || ^ : :P S> a a ^ P . Q ^ P l>|p . > !>d ^ jq ©'^4*©®s^©©H l,p^P^p^p^ p^p^ P;3P a. -2 a .aP^ ?72?4 PPP '^-p © aJ P iS _ © . t>2P^ §^p| "a'aPQPpbPi^ 3 o g ^ rMM . C3 rt a «2'^P'3P!^WWP P p> !> a a © c3 © ©'^ © © pqpppppppp P(d > ^ I . • OX) , <] Q ^ ^ dial p p millll^l A>| PPp ^ i| I ■11'"^ ip J^^a'aaP-a I'as ^^pL) a> 2. +3 9 So- I “ 2 a a.o-'^ ^ o ® ® 3 S'-S S^g p^gppppqo — o fl 2 2 5 pa hfp II 'S a a 3 a. 3 rt O p;zi a a ©aa 'a ■^a’Sbgo^'Sj^ -- = -2-5=f,;.o - - a 2- •r'rO a. M;2;PoooflSlS^P^QP P P - CO t> ^ CO C •■GOGOOO a0(30O>Q0t> 00-X)OOOOGOOOOO'XtCOaOGO co^c5corfcooocoiooc5 0;co CO iO CO ».0 lO i-- iO CO I- CO or »0 GO Gf) 00 00 GO 00 ^GO 00 00 CO 70 00 GO 00 lO C5 ^ • ».0 CO >0 05 ( CO O ^ CO -05 0 CO o r- lO ■ CO iO GO GO >00 r/? 00 • GO GO ! r-I — ; i- G+i C > — p pHCt>-*^p:3 9 ^ cr)r:rGa,>-^'^,n-)f/JH(D 5 SP 2 ©j aP HaJP ® a a hpP<1op;2;PP a ^<1 02®'^ rt rt ©• o 3.3 4J J3 CO OT a O O c® ppp rt la ,0 IS ^ o "g l-P pT- :a! I- B i a o ; o O ■BM •-s.2^o'g§:a°o|^-;^po I ©-P s'^ o-g-a^ .5 is g 2 §'-<1 3 a -^'SS S o'H o §''3 g'b txi'i I s'?, PP3 g-2.2 2®i!3®=3':3® PS 3,g W ° a a 3 a 2 2'^ © gap o4pP:pP^^’3S!aq’^ a -3 S 3 a a op.3 p^-.P “ a bi ^gH-jc^ia^pSoppp 2 y^a a ■3 33 CS 4i P 02 >>® ®,bt) o'® ii fcC;3 22 a I a t-* rt a 8,s;s=p3i ub||il|3 Jl’i? ^P bJD © 2 §D . tea ® a ® :a>og r?3 jE P .2 ^ =1 5&2 II II (O G CO CO n o o ?^-2^ ^ O — *3-w> ro 2 rt g op p a 3 O 'cO ttp I3 C rCi ^ ^ p a a opp 'E 'L a a a qa a o c3 a c ag >5 ®s p6 • ® §.2p-3^^^--g'g§:i^^og ®3 a'l^p O ■•;; P 5 -2 P c3 a - J® 7^0 — •.a-og-:3'3P3a3rt3 ‘a-© s-^^a+^'o .2 a P'’.oa.^.a©®2;_3a:73'3Pa a g.| -•|3>=|>-P.3-|||g|p p ipWPPoPoS ^P p^'hSmSPo^ppP^^ S g ^ O — Cl -.o 2 lO 2 CO CO CO CO a Includes 9 iu fifth year. b Temporarily suspended. c Classic department not organized. Table VIII. — Statistics of universities and colleges for 1873, c^'c. — Continued. 668 REPORT OF THE COMMISSIONER OF EDUCATION. ~ p C § 02 " •9lT3ra9J 2 •9IBK •s;a9pnjs JO aoqninj^ •JUOOTJJBClgp A'.10JBJUCl9jd ut sjuopnjg •9[Bai9^ H H 41 15 23 :: i : : •0[BI\[ © 450 325 40 14 54 02 0 > ®®0:Sk'icc)M V ii:^ ® ® ■— (-H Sa3 ■ rt c5 J cS c« o o n jc ra ^ &a ^ pd .2 c o .2 ® — ’ ^ o cc bjc"® a. bjo aao®®op® I i a y;W) j;+i bc b o o 3 ©3 S o PPl^OOi^PO a o ca ;a -S o .2 .2 .2 -2 'o'o'o'o Ci. Ph ::a cs • 2aii23'-'«oo .a3o.2.2 — bga2-§2aaaaa-p:§ >ocs®Go®ooooap; PPpqpPnlzilzipr^ppp^DPH •uoijBziaBg.io JO oj-bq; ' QO 00 QO 00 OOOC^OOOOO iO CC lO ^ O lO U- r'-GOOOOOQOOOQOGO •jouBqo JO 9:^'B(i iO(7ircro'7^CiCOCi iO TO 10 O CO o GOOOOOGOGOOOCOl'- • O -l>J " ^ a a" d'i^ ^ C-31 a'iv^-^o-d'a a" ffi bc” O o t a 3 ? 2 §"9^1.3 a ® > O o‘a 32 o 1^ ®^ bX) a® A a ^ fcC bX)^ C O ®-2fSo-l'ra| §)od>i®®a3 ;SP|3g>Al o^idaoa®cs OM^pap^P CP ^ O ^ p* ' o &iiD ® ?t^-CP;2 2 30 , p, 'o ffi' be ^ "® ® ^ ® a p rn +-■ , .2 p.^iHjC 'o ffi '-' 4i -a Oco^c/:m3 CM n Tf Lc ca (T) Cl 10 m lo o olo 1.0 o CM cc 10 ca t- CO Cl o — I C5S cc f cara ca ca ca 0 ca ca f i' i'- 1- t- •joqoinj^ STATISTICAL TABLES, 669 '00 Cl CO 'O GC *0 ■ 00 O LO m ^ CC Ci < • o CO d d 00 00 CO O O O ’ O O CO ‘do ^ rrt o o : I CO O t> CO lO < JC-'rt^COrnOOCJ OCiiOCiCOOOCOCiOCJ • : *0^ : « S-g, :p' SP : : .- r •sp : :p P Jbi SP ’• P p < qP -pS s 0 ^Pp = pR 1^-p '3 c3 :p^ :p^ p • ■ J P £3 g: >> > ^ ^ g > «: o mpk ^ b 3 o ^ flea O X P -5 • -' t-afljifls ® -b ® b 'Tfl br ca o ®3 5po®o'^ § ^<1<^ ^ rd > 73 c3 05 ^ ^ Cu^ •p :p ftp p^. of S ^ o p- Pa'-S - 1: ■; £ a a _3 fl ;£ 1^ J . pq^-sia;^^. - ^ ^ t> C> 'c ”— •_» ^ r • c ^ <3:) = tEiof£HdPP4'^»^ ;P >’ >P >' >^p' ^ . fl . ® O . O ffl'^. . pqa£pij(:^p^S f •fl g S «r4 ^ & S: ^ o «-£ ffl o o o PPP P 0'^!^ PPP 'sPPp 0 b 2 o <0 P'P'P' 0 op lb -w 0 ?sg IJ ^ if 0 © 0 fcra: © 0 PPP PP02 o p cT bJO -_r ® «§ o • O o o 3 o fl3 -n ^ C -fl . oor :o :o d^_ b^'SO'S o fl ■ TrbP: '“ p; i ® -a P .fl .2 -'•-•'•pS O ^ fl c0Ofl;rfl'g'33P 2 ®',-Q g-fl p' >;^P brt''^.po‘^55'iartP_^„ •3 ® -®P'^cfl a a rt.ga PE'2®gprtb'afl2a!;afeo> ®p^fl^g®||||-3^3|ap . J^2=l : iS o 2 £: .2 o 3 02"^- a' I Sq^ o o -d a o 5 fl P ce .2 a ao 2'fl®a+i|^£o.2' W w * • O bD <2 f j-r> ® o t>j S-f O ^7 ® ^ hr W - ,5 g tv^ fct.-s ? o ^ g cjog ^.2 ©4^© S ^,2.S raid'd Sd ®5[^p’ 3'2o a ® op d P' dppp"^ .r'S^Pfla di 5n--iJ^-2P£a!-'-.^c5SaaSo ^ 25-fl S;27 p fl oMK o ^ (r> r; -S' 1^ I- OCi OOC5C500C5000000000 r-IrHr-lT-irHrHr-ir-lddddOlddd ?3 af ^ ?ciS;Sd:£d|^;3 ©oflCOo O S 53-23 s'! 23'^.2P33P Pm £ 2-2 a 2 5-3 0 p^S^^^aopo ro"o"i-H d CO O CO t- dddddddddd From Eeport of the Commissioner of Education, 1872. a Partially. h Includes 22 in partial course. c Exercises suspended since 1871. d Includes 19 scientific students. e One is but partially endowed. Table VIII. — Statistics of univei'sitics and colleges for 1873, cfc. — Continued. Collegiate departnient. REP( O (£ O P c/2 )RT OF THE C •opinaj; lOMMISSIONEI 1 : : 1 OF EDI • d • O rH • rH • d JCi o t-H H 8 •opK « 1 • CO '1' TJ< CC • r-t d inco’^'^co^dGoo.' — ^ d rH dCi^r-irHdCO % a •opino^ 14 ■ r- • IC t- rH 00 d rHlO'«?’d 1 1 1 » ^ 1 j •apK w (7^ Cl -T O CM Cl il CC t- O 'O C5 d cc •ccoodooiodcooofc J CCrHT-l-HdClrHrHrHrHQO •s^uopnp JO aoqmnjq; 12 t- rH CO ^ •»?< O Cl ^r-H^iodiomooicocoioi^dOiinc'O'^ rHlCr-Odd 1-H rH -H d rH •iaompiedap ni s:jnapn:^g •opcfia^ 11 _ 1 . o *0 • ^ • o O LO • lO C5 00 O I 1-1 Cl cc Ot^l'd • • • • • • • ■n^Ot^i-H 'CO » • * • • » • •opK 10 • 00 r- d ‘ O r-l o lO to lO O ^ 00 r- I'* ^ CO Cl ^ OC5i-(Ol^i-H • -coo CO jq ^ CO CO o • ' o o * •popiesBpau e:^^^pn^s jo aoqmnj^ Ci 65 • • • • cc • • • • d •noipnjc>s -III JO edjoQ •sdiqs -jossajoad pa^opug; 00 • rH 1 • *0 • lO O O • ^ O d • -1-1 ■ •jaquinn ayog A\ r^t^rj^oc;cot^‘*^ioiOGOt-ot^coincooir5i>rf y-i Cl T-l d President. Eev. Samuel Sprecher, D. D. Eev. G. W. Willard, D. D. . . . Kev. Frank Sewall, A. M _ Eev. H. A. Thompson, D. D.. ) c :e- 1 o: Lewis A. Estes . Eev. A. A. E. Taylor, D. B. . . Et.Eev Daniel A. Payne, D.D William Smith, A. M - - p 1^1 iS^ T. F. Campbell . T.M.Gatch, A.M . Eev. F. A. Muhlenberg, D. D. L. H. Hammond, A. M . Eev. J. A. McCauley, D. D. . . Eev. W. C. Cattell, i). D . Eev. J. H. A. Bombei ger _ Eev. Milton Valentine, D. D. S. J. Gummere, A. M . Eev. J. W. Nevin, D.D.,LL.D Et. Eev. B. Wimmer, 0. S. B. Denomination. Evang. Lutheran Eefoi’med . New Church.... United Brethren in Christ . Covenanters _ Friends . Presbyterian . . . African M. Epis. Meth. Episcopal. Non-sectarian. .. M. E, South - Non-sectarian. . . Christian . Meth. Episcopal. Lutheran . United Brethren. Meth. Episcopal. Presbyterian .... Eeformed . Lutheran . . Friends . German Eef ’m’d . Eoman Catholic. •trorpzianSjo jo ojbq 1845 1850 1851 1849 lOi-lCOCOi-iO •CCOiC^t-t^COT-HC3ClCCCOCC cor-*ccotcio •ioo^tcoaooox;ooooao Location. « : : : : c ■S i i O • .2 t «3°| § a .S -S S "05 "a f.i'S-2 ® «. i ; C rC 1 !i 5 c Wilmington, Ohio . Wooster, Ohio . Near Xenia, Ohio . Xenia, Ohio . . Yellow Springs, Ohio. . Forest Grove, Orog - McMinnville, Oreg. . . . Monmouth, Oreg . Salem, Oreg . Allentown, Pa . Annville, Pa . Carlisle, Pa . Easton, Pa . Freeland, Pa . Gettysburg, Pa . Haverford College, Pa. Lancaster, Pa . . . . Near Latrobe, Pa . Name. H \ Wittenberg College . Heidelberg College . Urbana University . Otterbein University . <1 b c p iic ^ PPmOPoP£'^^''^j2 0^0 0 000^0 , O O <1 u ^ s tl'^^ H ^ p :R =iJ 1-1^ o oPd CP . . 0<1P i-P :R : Jp '^p P s S£^=^4iipi:-; P'S co'S^cg^P c^b>p ., : • « 2'^'^pP Izic^pp^p^p^p^p^jp^ ’P si' |p a; 0) a; ct o . S s■ ^- ^ c >’ ppp b£.p a 5 S p g ® pPP.i:;,>i3|2;pHPPP '.2 .-s 5p k! ^3 pp ■ : ■or;' :o M . 02 . - it . . o-R® P SpS§2i2l r; P ® a pp; a «„ p rt a K.P ^®^^'h®R®-R- lillllill- ^ ■ ■ " “ P ® R ” • n :h gH ■gaaR- :2:£c£9^««Ha RRpg EH © © 'rtacsgoP^K® i!2it^^a2^<]pOO . X . © 'R H a ®- 2 s' £ r2 ^ y p P 2i 3 i pp S P W M X' 02 5P ■ -ii - - ® 2 ? ® ® ® ® ® • M 3 .'2 P fcx.2 tja: i/p • ® 2 ® ® ® 2 ® = ® o ®5ii g 43 'p S'o^'a . ®*'c3h^ £ ciO.go r^'O ®~ 33 ®'p .4-2p£-3 ®|d'iP..i-t^ SagS'^P-Po Er’S P ® ^Rfr ®d.g^ o ® i .£ P ® S' £ X 02 >-5 .£ > ® bC .,_, r2 pp ■c S' a ol = s"s-., S > 2-'xd I|2p2 S ^ CD CS rt O bC> ’ pR : 0-=? CD 2 ."S © 5 CD pco S iP bcs*^ cP : bjD : 2 p'5 a bt!-, ,-i .r- ^ p: ® ® .2 ; rS • ® •r tn . O . ® C 2 Hi 2 r:) 2 ® • ® • ® gng fr-® ^ « =J-‘ o w © O © pO ‘O •2 ® ® • «> ® t) a: 2 £ ® •' _ C—3:’®a”'®^'P®P3- r'Pr')’o'^Pr2p®2^r'>2i- ^Hi .£ o ^ ® ® =f-'c 2p25P’P2®® Pa IRRS I a|:P Pp^'S il|sS“|i'i2!:iE.i|iS Si® ®2 «-2 ® £i£ ” iJ.S = gS -^;z;Sp«o:0?=^POr^OPC'P b- O I ssa 'Ji rt ® ®P ® ^ ^ S' ^ ■g 'c 'o 3 R 'o ® b-.fr.c^p-S >..-^ 2 .2 ® 'p .2 lH £ 2 &£t^ ® ® 2 ® S ® « > > 2 Pi3 > p •3-a rb ^ O *,4 .rH © . O © fx) ® ■ .2 2 ® 2 6 P ® fcc 3 bt2 Oj2 SS'2 "":Si§i ^.5 g '2 o coO a "S. 5 g >2 5 « p 3 ti<;2o20 CJ C/ C/ Cl tj< OJ C< C< (?/ Cl (?t T S3 '5 2 "i® Cl ci w Cl w ic O f- 00 C3 ( C30 — ClCO^lO«it-0000— ,CICC'3 1C c® c® 'C o c® to -o CO cc t- i" I" . . - - C! Cl Cl d Cl Cl Cl Cl Cl Cl Cl d Cl Cl Cl d Cl Cl Cl < ' M T lO O i- 00 C5 rroul Kcport of the Commissioner of Education, 1872. n Includes 14 iii jiartial course. b Partially. cOue is but j/artially endowed. Table VIII. — Statistics of universities and colleges for 1873, tfc. — Continued. 672 ItEPORT OF THE COMMISSIONER OF EDUCATION. ^ ? o" 5 cc " •91UK W Cl •O • tH CO O •a^TJoioj; •9ICK •s:jTi9pn;s JO jgquinj^ 00 r^or-rtOO-^-ooLoaoio '-C T- Cl T- CO I- LO CO ni f- o ■jn9mj.iB(l9p AAojBJC'cdgjd ui ejuopu^g •oxBoioji; •9IBK •pgpiesKpmi ejnopiqg jo joqranj^ •uoponajs -nt jb sdjoo -lossgjojd poA^opng; •jcoqTnnn 9pqA\. CM Cl 00 c; cc Lo oi Lo c* iro o c- o o 'o in ^ o m oo o : : i p §1®^ • ro - . 2 s ^ 2 ©,c ci « hJ ® ®i_: IP :3 PP J s - c " ‘ n cs' H o !=: 5 lR-g- 1<15- > O © M PPP P = . o Pl 1 p- ©’^ . ! ij iri I ^ Pl P2 2 ^ = cS © ‘r ^ C -w ^ i) ^ 3 cC ® 3^.^. i > >■ S © o PP d>■>>>, ®©©K!©©©©Oii®S g a g .2 o o a.3 M • c3 © o a ^ rt.ScC cS a a^P s ■ a C :p.S a-2a^il“'^ai| t;- a PjafToP "P© 1 o 1 o ® » g a . cn > J~ .■_^ a p g 2 S o ® 2^a c a o 2, PA^OS^^O^PPP *uoT:^BzinH§ao }0 0^)3(i | o — ' i- o o o ( ' O'! • . . - . CO ro CO u- r- ’ 1 C5 C5 ' QOQOGOCOi-GOiXGO COt^GOGO GOCOGOGOCOOOCCGOGOGOaO •J9jj:Bqo JO ojud | M t^t-OOOOOO Q0t-CX)00 OOCO 'CUOOQOCaOQOQOOO H :® ■4:> © i C-l 4i t> iK||s'st-S S P ^ PrP ® a3 2 O" ■ai .a P .a =4 7 3 © xp;2-ep 2 I S P CO 5 7' =4 t>t> : =4 ■ tints'.; Sc .s‘a S 3 g pHpp : 5fe a tc — 2 _3 a'iGP -^rg *7-aPag'^^ .go--© a| SP b£.2P 3P P "S .2 v2 P'S 3i ^ ^ 2 a2^PP^ O 2 CD ^ r» C4-1 >sii="-a|o “s| P ®P cP © a §n ?0, -.^-o r? p ao >P ■©►SL2-P®=4i=i MS 3 a ■ S o Ci ^ .5 ©op 0 ^ a.^ i^Si;ibfeMa , o Tbbi ' >--1 o-^-'b 2c2P g go il'lll POP^^PPPP^M •aeqranj^ cocococococococococo; STATISTICAL TABLES. j : : 1 1 00 m o ■«< o> lO •| ; ; ; 14 6 20 14 11 1 -^1 1-. O O CO (N o a s ?^P : Mi ~rs^ a c 5- c ce ts ■5a;PHr2Q |opM4 ►3^ SM > o 5 c3;i3 ^ r» ^ tfi a ^ a 'ES fl 3 t-C3;30rtCC0 c^r^i^icoc^oocsj'Tooiio lOCOl-^GOC^LO^CCOCOt^CO OOaOX)(X)I-XGDGOOOGOOCGO CJir: •r5^ioi-^xr-’*TO< L*: lo • 1-H ci o o lO ^ XX •XXXXXX'XC Igpppflp^j.-^ t2.2“p«gg§§5|^ a|5 a a 2 g &:33;s:=P:| § •ao&H+^a®2n:®®^+3a « a," rtacscicscsSoss 'S t-l «© > 43 E p 'S p. "a o Ec H A Table VIII. — Statistics of universities and colleges for 1873, cfc. — Coufciuued, 674 REPORT OF THE COMMISSIONEl OF EDUCATION. 1 § ( a O) o SS o o o o g H 37 July 1. Julie 19. October 1, July, second Wednesday. June 24. June 4. T.itio June 1. May 28. June, first week. June 11. August 17. May 21. May 8. J Illy 2. Juilo 25. June 25. June, first Wednesday. June 25. i July 8. ' July 1, Corporate property, «fec. •sptmj-diqsjB [oqos JO junouii: ajuSaaSS y w o 4^ o o • ; O 1 1 O o o • o • cc . •saojnos aaqjo p[^ niojj anaA jSBi aoj sjdmoajj « o o o Id o o o o o id o o o CO O o o o o o o i> o o o oo^t-ooooo OOlO Cl ooooo OO^"^ ooooo t-' r- cc. o T-I CO T-H O CO d •spunj OATjonpoad raoaj amoaui o o o o o o o o o CO*' o o Cl CO*' OOO • o O O d '00 OOO • o i-T o' 1-H d ; • e o o • id ' •spiinj 9Aijonpoad jo jutiomy « « o o o o id o o o o o CO o o o id CO o o o r- Cl ‘O lO o CO »i0 ^ i-H tH O o o o d o d o o o Cl ooooo ■ o ooooo *0 CO O O O CO • o O LO O o CO • o CO CO CO o rs 'id id • o o o o o o o o’ o o o o •noTjuaodaoo JO Ajaadoad jo janouiy © ee o o o o'* o KO Cl o o o o id Cl OOOOOCOOOO O OOOOOOOOO o ooooor- 000^0 o" o” o’” o' co'' oT o' 00 o'' cT coco’^oiooooo id o 00 'O d ^ CO Volumes in library. •St8T ‘cj aaqojOQ aauis asBaaouj © o o C- Cl O t-< o o S S?i o o o id o o o o ■ O CO • . ■ lO 1 , • d 00 • • O o t d • •aaqoinu ajopAX GC oooooo -ooooo OOO OO 'OOOOO OOO O^ •I'-OfcOClO cf t-T icT co' • i-T o'* id w'o" -k * T— ( ooooooooooooooo ooooooooooooooo ooomiOOTHOooocii--oo cf cf cf id -r cf o' cf cxT t-H d C30 d Cost of— •qjuoui aad pauog; ik 00 o o s O O Cl O OO • o r-1 — ' T-i r-i Cl ' • r- Cl odooocoo ‘OLOodd d 1-H CO Cl d d d • Cl d rH tH r-( 1 1 ' I I O • O Cl •muauB aad nor jinx © OOO oooooo ^ooo o.-.ooo o ^ o id Cl OOOOiOOOl.OO?:' 'OOGO^fO OLO''?l^ClO£^OC-;CO ‘OOrHi^CO Cl CO ^ 1 ( rO ^ ^ O ‘O • ^ id^ oi;8ci[oqoe ni srpoAV yo jaqrany[ Q\ o o ooooo CO -T -T O Cl CO d o d Cl o TJ* onooot^ociooo cocococO''5r'^-^'^-'t< •osjiioD Tii siuaA' JO .laqnin^ CO id CO rf Tji CO o Tt< •sdTt^sAioipj JO joqranyi o o o • O • tH 'OOO • •sdiqgjnpqoe jo .loqtuujq; r- o o « . I . ^ ^ : : : 'U Collegiate department. •eajBnpuaS-jsod jo aaqranyi; o . o o d 00 CO • o d o o • o o o • .2 o xn •aimuax ^ i CO ■ o • •aiBBT 1 H O CO CO ■ O Cl o • d CO i-c . ^ ; •2 •0|tmiax 1 ® 1 H 1 00 d ; ; ; ; < • •OJBK s 1 Id o ' LO 00 lO rr* • d ^ • lO • < 1 •aaqumx | r-i CO O ^ 00 Gi O -H ci fO O O t- 00 O — ' Cl ro ir O OO Cl Cl d 18, 000] 18, 0001 1, 300' 7, 0001 STATISTICAL TABLES, 675 I CO a a a t-5 -I _QO a a. cS y 'O 2 §H 2^ £ a . . . CH .O lO O lo (N O'! •■' o' a; ® © &a a aa o o o o o lO o o o o o o o o O 00 (M O O o o o o o o o o o m O LO o o o o o r-t « O 00 (M (M CM CM O (M 00 ' §§ o o o*'o’' O CM o O O < O o O o o o O O lO o o o o o o o o o o o o o ooccooooooooo o re o o o < ) o o o o o o oooooooooo ooooooo oo OOOOOOO OLO t-** (M* o” o'" o’* o" in LO in o o o o o o o o o o o'o ‘ in IX cn ^ r-l oooooOooo o o o oooooooooooo oo oooooooooo o o o o o o o o o o o o o o o o o o >0000000000000 oooooooo oooooooo oooooooo CM O O r- O O rH O O O O f o o c O O C O o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o < in o t- o rH O O O O (M O ' m o cx) o o ccooinmcnoomc i o cn t- GO T ‘OOOO o oooo iOOOO O CO o o o ' o o m m o o o in o CO CM Ci T looooomooco- 1 CM rH r-i CM G'? rH rH 1 o o o o ' o o in m o (M OJ ' CM CO in t-» in* mooocMominooomoocoo' l^rr^CO^CMC^i.'-OCO^^COCOCOC )000^0 O O o I CO CO M CO CO O'! in CM rH rH rf Tt- O O O rH O O (M G^ C? CO O O M CO c^i--ooocx)inoot-c c^cocoincoco-^co^coco' CiOCOOO ‘OOCOCOOOOOOCMOOt^OOOOinOOOJ O G^(3GOrHO( ’'^COCO'VTTTr^Hf^COCOCOCO’^'^COCO' I CO ^ rri.CO CO ^ t- ' o in CO o M Gi rH ic in o CO * From Eeport of the Commissioner of Education , 1871. e From report of the treasurer for the year ended May 31, 1873. t Fot includiu,^' contract-price of 98,976 acres of agricultural college-land. / Total receipts for all departments, (from the same.) a Including board. g Free. h Tuition-fees remitted to all indigent pupils. h Tuition free to twelve students from Macon and to sons of clergymen. d Tuition in most cases free. i Also 1,000 pamphlets, j One is but partially endowed. Table VIII. — SUiHstics of universities and colleges for 1873, tfc.— Continued. 676 KEPORT OF THE COMMISSIONER OF EDUCATION. Time of commencemeut in 1874. W c h 1 u uno. June 17. June 25. June, second week. September 3. June 8 to 10. Juno 26. J une 11. June 10. June 9. September, first Wednesday. September, first Monday. June, tbinl Wedne.sday. July 1. June 18. Juno 10. Juno, first Thursday. June 11. June. June 11. Juno 5. June 11. June, last Wednesday. October 6. July, second Wednesday. Corporate property, &c. •epnnj cItqs.iB qoqoe jo qanoiuBoqBSojS^v to M • O O • • OOOOO ‘O 'OO O • *1-40 in • • CJ o ^ • * fO ^ CO • » 01 ! •saojnos .roqjo xpB inojj aBoA qsBi .loj W o o o o o o o o o o o coco OOO •<^^©©©oo OO© 'OJO©©©© O © © • O © © O O 'XI CO" OO- CO I C-- ©^ T-t ©‘ of • <7» (M (H o • o • o • in j o i- CO o o o co'' in s in" •spnnj OAT^onpojtd uiojj oraooui 34 $5, 000 1,000 1,500 4, 500 0 0 2,000 713 1, 100 3, 720 1, 330 11, 000 o o o UJ o m o X CM X o o o o •spunj OAt^oupoad JO junotny W M • O *0 . o - O . o • O • uo • in • O * ; 55, 000 S 25, 000 10, 300 11, 000 31, 000 19, 000 180, 000 ooo ‘005 ooo ‘16 138, 000 •jnotuAiopuo JO jnnoray W OOO ‘OOO 'O ‘OOOOO OOO 'O O • 'O *0 OOO OOO 'O O * 'O 'O OOO » O O • * LO • tH --h O C • o * • *o 'in • • • *0 1 t • o wi • ^ • • • • fH o o in o O o •joqrann 9[oqj^ 00 ct O O O O O O O O O *0000 OOOOO moooo -oooo ooxomo^omoin 'xooo cn oi CO of in r-T j r-T cf th 1, 500 3, 000 ooo ‘05 |ooc OOOOO OOOOO 0X000 i-T t-T Tp** if^ Cost of — •qjnora jod pjBog O lO O ■TP CJ Cl o lO O lO C» 1.0 O C. O lO O ip O © lO o ©••S«00000(MO O o m o Cl M CM •ninaiTB aod tropmx to -- Ol«0r:0 CO •esanoo nt sanoA jo aaquiux; et Tp in m m •eclTqsAvo^iaj jo joqtnn^ M ;® : ; O • O • O • O *00 o o O •sdiqsjuioqos jo jaqcanj^ j et et o • o in o o o • • o o o o Collegiate department. •so^BapuaSqsod jo aoqran^ W o • • -ox . m o • o o Seuior. •OIBUIO^ 1 20 in F-t *T-i • • O^CO -ri* • • • • I CO J •OIBK c: H o ci — ' r-t CO '01 • ■ F-( TP O Junior. I •9iBrao,X 1 18 n? m ; rH fH » T-t in CO . ^ • CO • \o ‘ ■9IBPJ; 1 2 1 fh o -CO • • ■ CO X "■"oi •aaquinj^ j u-5 '.c CX) Ci O — « -f O 'TO Ci O — < ro r-t^£^i>c-xaoxjaoaoGOGO'Xoocooc;ai^c" lO '.o r- X o o — o? cioicic:5C'. 0C30 STATISTICAL TABLES. 677 / Freo to students residents ot Table VIII. — Statistics of uiiicersities and cotteges for 1873, tj c. — Contiiuied. 678 REPORT OF THE COMMISSIONER OF EDUCATION. Time of commencement in 1874. 37 June 10. September 1. Wednesday before the last Thursday in June. Sei»tember'2. J line, second Thursday. June 25. June 26. Juno 24. June 29. June 25. July 15. Juno 17. June 24. June 25. J uly 1. June 18. June, second Wednesday. June 20. June 24. September, first Monday. Juno. June. June, last Wednesday. July 2. June 18. June 18. Corporate property, &c. •epanj-diqsju qoqos JO janorae ojnSaaSS y w o o o o o o' . o o . o o ♦ o o I oT • GO § o CO O o o o' LO o CO rH 0 50, 000 .30, 000 39, 042 •S80.irios joq^o inojj anaA jset aoj sjdiaoaH; o w o • o * o • ^ ; 000 ‘08 13, ooo 22, 153 10, ooo o o o o o O GO • O CO O GC • O 05 O 05 • O CO • O CO CM CJ » rH CO rH • 0 Tp CO • 0 LO 10 • 0 CO rH . 0 rH • CO •spnuj aATjonpoad cuoaj anioani 34 $15, 000 0 28, 000 54, 500 o o o Tp*' O O O C5 0 0 TP r- c 0 -H 0 CO C5 rH go" irf co" •spunj GAr^onpoad jo junouiY 33 . o O •^o • o t o" • o 1 rfi ooo ‘0S8 ooo ‘09 o o O 51,904 264, 000 80, 000 206, 126 •juaraMopua jo jnnonay M 000 ■o 1 0 440, OOOl 0 o o o o LO o o o o" i- o o O Tp . . GO 0 • • 00 05 • • GO t-h" I I oT IQ • • (M » • (M •siijuanddB pun ‘eSui -pxiuq ‘spuuoa^ jo an^e^ H $15, 000 0 O O 1 o o • o o • O lO • O OJ • oi ICO, 000 23, 000 160, 000 50, 000 o o o d LO lO o o o 140, ooo 196, 995 153, 840 150, 000 100, 000 38, 6.50 350, 000 180, 000 39, 385 •notjnaodaoa JO Ajaadoad jo junoray 30 O • O • o • d • ^ ■ •ooo • o>-^ • o o o • oo • ooo • o o • O O LO *00 • O O (Ti • Oi O « lO 1-H • CO • o o . o o • o o . o o • o o 60, ooo 61,2.59 614, 000 270, 000 281, 1.73 Volumes in library. •Si8X ‘si aaqo^oQ aouis asnaaonj - lO 1 1 TP 1 o o o o o c. cf o lO o CO m oo GO 05 cfrp'' lO 0 0 LO C- LO 0 CO C5 LO •aaqumn apqAV QC ril 2, 000 501 10, 000 24, 000 2, 000 OOOOOOOOOOOIT.OOO-IOO'-IOOO oooooooooocie-oioi~-ciociooo ClOlLO?00 1.0 00COOOOOOTHOTj.oaDOOC3 T-l tH of CO lO o' cd' CO r-l of CO CO CO CO CO of Oi CO r-» rH Cost of— •qjuom; aad panog; ir. tq ■O'MODCOOOffJO 'CjlrHrHG^-HrOCOCO i 00 O O 4< (Tl . tH rH r-( C-* rH o • t • t CM • CO rH • rH •mnuuB aad uoT^mx 26 $40 16-40 oovo-T oooiooooomoooiooooooo COOTP(?< i.oe-L':t-t-CDr30(MooaQt-oiocc;£oir^ tP TP CO — 1 (M 1 CO 1 lO fCs O .a O rS « O (M Cl mboA OTjenTOTios ni jo joqraniq; 0-:f"0 lOOC5a500COO'.0»— •(MOiAtj-OOOOOD Tj< Tj. CO 00 CO ^ M ^ M M ^ M 'J* r? 'g' 1 TP -f- Tfi Tj. Tj. CO rr CO •osanoo ni eanoA jo .laqmnyj; CO rfl ^ O TP C5 TP Tp t- ' rH s 30 33 ’”4 Junior. •a|uraa^q GC 1-1 •aiuH H O CO o LO (M CO Tp 05 O OJ 00 CO CM (M 0 CC' « • M •joqmnx l.'iO CO CO 00 irs o ^ ^ o CO >TO c: o — ' S'! »o CO ) lO lO O 1C lO lO lO lO LO O CO CO CO CO CO CO CO CO CO C- V c- t-* lT-4rH rH^rHMr- It— itHrHrHrHi— STATISTICAL TABLES. 679 Esiississssssississisisiliiiiiiiiisiidiissiidiid Table VIII. — Slatistics of universities and colleges for 1873, — Continued. 680 EEPORT OF THE COMMISSIONER OF EDUCATION. es 1^1 pHh ^ o ^ . ® o 0 : c3 S.o - - - - - irt in c3 lO '2 -3 CD a(Mr-i ® -I-I c Cl o •uinunB aod uoijini, rf TO o Cl OO 00 OO ■ o oo Cl 00 ■ e •jboA OTjeopqos at sqaaAV jo .leqnin^Kj; •oeanoo ai jo joquinj^ •ediqsAioqoj jo joqrnnj^ M e» o O ; I O ; ; o . . o •ediqsjBpqos jo jaqtanx; o HSJ— 1 rj* CO Cl 'S* Cl T-4 d O . ^ o ! ® lO o T-( Collegiate department. •8opnpBjS-j8od JO joqxunjq; 21 o o : ; CO r-i o o o . Senior. •oprao^ 20 Ol T— i o ?0 • • • ' A. " : : ; •opK 19 • tH Cl QOtC)^to, = 32S2^-agaa-a,sa-a§-g-'3 ' ' ^ 3 72 <1 ^ 1-5 02 1-3 ca ; a ©a» .-a ' 'Idl ^ ^ ' ■ a* ^ 00 00 ►a*-3>-3*-3'-3i^^-3^ 1-3 C3 1-H ^ ^ ^ O r-t r-H . ©^5 ® <0 9 ■? 5 3 O O O lO cT o" Ti" n 'jS' o o o o CO o i> of o o o o o o cTo* o o o o o o o * O O O O O -: O (01000^5100 cf !-■' o' O o" cf CO" O o o o o o o o o o o o o o o o o o «o 40~ of lO" rf o o o o o o o o o ofcf o o o or o' o" ou ^ o 1-H t- o o o o o o o o o o o o o o o o o o cTo* o o o o o o o o O O O lO o' o'* o" co" o o o o o o o o CO o o o o o O CO o o o o o o o o o' o'* 0*“ o'' iTi o o o lo'o'' o'* 00 o o (71 '0^000000 o o o o o o O O Oi o o o o o o o o o o o o o o o o o o o o o o lO o o o o o o o o o o o' o'* o o o o o o o o o o o o o O : lO- CO ( CN <7i LO O O O O 7? lO O O O (7< (7< O O O O O o o o o o o o o o o o O O LO o o o o o o o o o LO o o o o o o o o Oi LO •: t-T CO*' cf I O GO 'X) O LO O O ■5OOL0OOOOO in of co" o” o'" Tj-" ccT o" o' no o' O O ■ LO O? O Ol LO LO O LO O O O? CO LO o O O O O O O o ?0 (7^ O O^ lO »r0 LO ci^(7• TP t- TP TP (7< 7t CO CO LO (7* C< TP — . O CO CO Of • (7i rH ■ CO 1 LO • GO ; I o • 1— 1 Tp o^ • • CD 00 O 'O ‘ (7^ TP . 00 ^ CM CO TP 00 O 'O 00 TP CO iO (7< 00 LO CO Cl O 1 CO TP Of rH si • Ct C< (7» (71 ^ a Including board. (> Including tuition. cAp^mratua. dFree. Table Ylll.—Siatistics of universities and colleges for 1873, fc. — Coutiniied. 682 REPORT OF THE COMMISSIONER OF EDUCATION. Time of conmiencement in 1874. 37 Juno, third Thursday. July. c >3 . . . « 2 >3 >3 ce .A cs : ® ^ rs rs ; c5 OC oc ^ 02 ^ 5 2 Cl ^ g ^ -H = ^ 3c3 .irtcD .o ?-4 ^ -H ^ ad ^ ‘ S 2" >3 § 2 t- 2 >3 2'''S 2” § 2' ■* OUpUOlilUOi , illOU JJJ-UJUtUliJ • September 1. Corporate property, &c. •epnnj-diqeju qoqoe jo !^unoniB 3G |8, 000 . I 1 of i I 26, 000 0 ! 1 I • •eaoauos .i9q;o ns tUOJJ JUaA JOJ S!jdl9D9^ M $8, 000 D 00 0 0 *0 D ro 0 10 'CO ^ CO 0 *00 H CO t- (N i Oi 75, 329 0 • • 0 • • t*^ ♦ « t- 1 • * 0 I . 0 • 000 ‘t •spunj 9AT'^onpojd mojj omooui 34 OOOQOOOC^O O O O O O GO O O O O O C5 r-H O -sO CO O* iO ^ z ^ • ; • { o XI cf ; 0 • • 0 • . 0 • . 0 • 1 • . 02 • • 0 • 0 I ^ i ^ •spunj: 9AT;onpojd jo junouiY M W • o . CO 0 0 0 »o - 0? 0 TT — ( 02 • uo 0 0 LO ' t-'' Iff o'" 'O' j ^ 53 38, 000| 1 ; . 000 ‘001 • 0 ' 0 ! ® to' •JU9UIAV0pU9 JO JUnOtUY M o o o o o o • • 0 0 • 1.0 0 0 0 • • 0 0 • 0^ 0 • • 0 0 • 02 0 » • 0 0 • ^ 0 • • Ci 1-H • 10 30, 000 0 o ® •snjBjuddu pa's ‘eSui -piiuq ‘spunbjJ? jo onp?^ 31 $250, 000 15, 000 • 0 0 0 • 0 • lO 0 0 • 0 • CO 0 0 -CO . to 02 02 - Tji • 02 0 rM -CO 200, 000 65, 000 50, 000 35, 000 400, 000 • • 0 • • uO • t 0 • • 0 » • . • ■ 0 ■ 0 • 0 • 0 1 to •UOTJUJOdjOO JO Ajjodoiid JO junouiY 30 O O O CO O O • lO o cu o o o o • O O O O J O O 1 Iff Iff o' 00" i.-f o' • co" »-i r-l iO O C? CO • ^ ^ T-H r-t 000 ‘sit 0 0 • 0 0 • 0 • 0 0 -to • 0 • 0 0 -H • tf . o' 0" -f I 0 • Ifc 0 0 • • CO CO 0 t • 0 ■ 0 • 0 ’• Iff . 0 Volumes in library. ol8T ‘ex .loqoxoQ 99018 esnejouj S5 OOO •L.,000»0 0 O *001-10000 T—i 1 0^ CO 1-H CO • tH tH 0 • 0 0 • to 02 • • . J> to • 0 • . — < • 0 • • CO 0 *02 •jequinu ojog A\ GID ooooooooooo oooorooooooo OOOlO— lOOOOQOOOO of CO O i> CO tH CO C^' CO' 2, 000 30, 000 5, 750 10, 000 7, 850 1, 021 2, 020 125 650 Cost of— •qxuoui jtod pjBog S S 2 2 ® ^ S • • ci eij lo o rl ■ • ^ r- 1 ; 0 02 • 00 • S ■ ' 32 16-20 •ranuuB J9d uoTXTnjQ OC^O— 'Ot^GOCOOr-'^OOilOOGOOOOO ^cococmcooJt-^cocooio^oococio^ irOTjNro ^ 1 1 CJ ^ 00 T— 1 1 muoA opsupqos ut 85199 A ,;o .i9qranf;r oooO'jOcr.oxoooooofNO'^o^t^Cioo CO^'^COCOCOCOCO'^COCOTj^’^^^'^COOO'^'^f •9SjnoD ui sanoA jo .mquinj^ 24 ck (k ■ TJ. tj TJ. t- ^ Tj< M TJ< ■ CJ •ediqsAionoj Jo aaqnin^ 23 o 0000 1 1 0 •edtqs.iB[oqDS jo .laquinj^ 22 o . 0 0 • • • (02 • * 0 Collegiate department. •89j'Bnp'BJ§ xsod JO joqranu 21 Ci 00000 • 0 0 . 1-H 0 J Senior. •exBuio^ © 1 Oi I (M ; (M 1 0 •91«Br 19 o ^.oooco^o^-; i I ■ r-4 CO Junior. •9^019^ IS ■ 02 • C2 1-t CO • • •9IBK i> o 0 ^ 10 0 CO 0 0 0 0 0 00 1 • to CO 1 •aoqianj!^; 304 30.5 O^OOOO^OJCO' . ^■1 k ^ o >-sa '3 S I a a ^ •UOr^BZlUtiSjO JO OJ'Bd ^ •jojj'Bqo JO ojtJd n CO o t— 00 CO GO 00 GO J O 00 o CC ?o "O 00 GO 00 § M'S O • « fl * fsaJ ^ ® ^ r- - ^ ci 9 ® ,9 S ® ^ c3 § .5 9;g§6.S c: M ® § .Sts n a o ts ® S <© ^ .c fcJD^ © ^ fci tDo 2 2 ^^>53 o o <1 ^ Ao 'S £ g ceO S .oaA g c^ k a ^ -k^ aj ;2 ® ’5 »S^Q •rt 'w O a a o 2 a h a .. .a ® •||£o| |i-all S'9P.£'2 . ® o . tc • ® ® P S'i ? 5 ®'“ 5 § » ®:2 &§ a-n ec:-a 6C-a a^® • a ® <0’-i o ■• a tjca: a H.tl|Sl I I £ ®6 a ■2 >■? a 3 ® •3 a 5 ■ *=^’2 ^ a a a! .> i 5 •joqninj^ Citn oocio-Hffioo jetts Institute of Tec I STATISTICAL TABLES. ; ; , 0 J J Oi ; : 0 3 ' • CO t- m rH • 0 1 75 ; ^ CO a CO a 1H rH rp 0 ; I CO 1 ; 0 0 CO 0 05 • » ^ ; ! 0 <0 <7< ; 0 n 15 69 . CO • 0 rr 0 lO 0 lO rH Tp ; : ; I I 00 1 ; 0 (N S® S : : 92 24 19 6 10 100 • a ! ^ : - 10 0 CO CO CO CO 0 CO 10 LO 19 : - 11 0 ® • ^ bc,^ 3 a- oP tc O a ® 23P 30 . a ®P« d ® 2 ti ® i§ 3 P « ^.'S dP oj ci ® a 3 d,.a > 0 3.3 ^ a ac a M .-3 •S'dt^ 3^ .2^ 3.® 3 «« O t» ts-.d § .3 -a _® ® ^ a 5 "3!^ ® d- O 52; i |2t3|.|»i2 ao ^ v; :>>a^ ^®a a |a| 3 3 2 e- (> ®- « 23 .> s- 'a d ^ d > •P a d vh a i: a d J 5 ®3M i gt o5 * >3 3 111^3 fii^iiui o 'o ^ S o § S 3 ^ » OOP-il M H <1 ®3 a ^•oW<) 02:^5 n n n n 0 O -H (TJ Cd 685 Table IX. — Part I. — Staiistics of schools of science (mining, engineering, agricultural, if c.) for 1873, tjc.— Continued. 686 EEPORT OF THE COMMISSIONER OF EDUCATION. is not ^ 2 § . S 'sao.inos .laq^o ^'b niojj .luaA :}.8bi joj s^dpoa^ O Cl 00 £- o o o o o o o o O O O lO •epnnj aAi;onpoid tuoij auiooai o o o c- Tt< ro OD ts »0 ■ tH I •en^^BJuddu puu ‘sSnrpxTuq ‘epunojS jo O O GC O O O 00 O O O 00 o •TIOTi^UJOd -joo JO iCjJodojd JO janoniY c; o o 00 cT cT lgT i>" T!< uo O 00 'U3 Cl •epnn; aAponpojd JO 10 juauiAopua jo juiioray O O O -T' o cTo'o'i-o'io' Sl8l ‘QI Jaqojooaoxns asBaxani •jaqtanu ajoir A\ •uoTjmj JO J800 xBunny 'jboA 0Tj8Bpq08 HI 85i:aaiA jo joqrauj^ O Clio Cl cc ec cc •a8j;noo at 8JBaA jo jaqnin^ •BdTq8aBpqos aajj jaqjo jo jaqomj^ •ediq8.iB{oqas-ajBjg jo jaqraiij^ •jnani -jaBdap oppuapg •8ajBIipB.I§ -J80d JO jaqamjvj; •eBinoa [Bij -jBd at aaqranjij; *S "o .td ^ 73 ^ o S = ,2 Ji O O 4^ I g il o“l S.a a 3 ^ oT; 2 o;ci.S « <1 *2 'S ■ be • -JO! ® : C° br .y • O'-/ ® . ® 'be ■ O o o ^ o ’r- ti:r! ci O ® o ® -'S !-i 'Ti O ci j ' >.2 c a ffi, o "a ^ ’C ^ ® . bJO— -- - a rrt 2<1 o 'a . 3 h. o_ bBp O o .ai'o o ® o CO beOfH_ *2 -3 "s •« 2"-a S "a a I o lllalal I §ia-&,3 O s- O 3 Ch, o 3 F - o o b .'S T* M btq^ 42 a 1.2^ 1 j a c-j a a rt cc ci 33:ai 3 s y.> cc ro ^ OJ 03 Go 1 3^ 3 a c:.;:4 •aaqranji CO O O -H CO O 00 o )o]le! STATISTICAL TABLES. 687 hj D ■S^ ^ a 1'-^ ^ u 5 © ® o o w a fl a ce p ;3 a a O 'Ti o o o o o o O >X) o o o' oT cT (7f o o o o o o O O O O i.a o o o o r- O O Cl io" wo* i-T 00 o o o o c ^7^ O O -) 21^ a. s :3 O o ® o n n S 3 •-sl~5 B/-' o o B §o^ coOH o o o o o o "o b® o _o^ o s' O'C S ^ §-a 5 a p3 w "o' ; a © > §C ^§3 ;■£ ©a © 2;-2 ' 2 .a t© OS^aO -2: Cara'S ffl-2 O^; '•h ^ s h bJC- So o o o o uo o o o o o LO O cfo* o o o'o’' O GO o o o o o o o o o lo o*' o'" o o o CM o O f-H r-» (71 hr "5 S'- c-2 =3 ^5 s §■.-2 SuS o c « t- ® o ® a;-r <1^ «.2.2 fe; o — . a o .2 <1c " O • ■. 2 O o ® ■c^ m t£r;s 2 o c-i "o -g g ^ |4|1-S3l^;g _ .2.2 0.2- S c rO a B FI'S a|z cc <1 2 ^ "I fc£*^ 2<)-S ^ „ 2 (eW a ® ci .2 — ' — ■ 'S o "2 O '0.2 --.2 fcc B a ^ 2 2® ® ® b- ® 2:5^ 3% 9*^ a Ce gj 233 D ce 2 bJD> a o o o o a of islitsil ■ . -^ jf: ' •2b=5' - 'c o w 'A MO © s • Sct> <) ■ti.Bi— — a jb) a aj © o>9-rSO£2‘i^ ‘.So® Sp*! ©2f OOPm © © S ® ^ =fa S- ® — -ciZ a . o <; 2 S ■ '2 O ci S ;t; ■S5.2 i t) .2-3 bc S _ -2 o ’ © © cn -a^AS 4j.2~® ©ap.ci .-r^ga aS-S ®i ® ^ §Ag o|5|a® o o a — Ph^® o"^ o< (M oi (MCI CO coeococo co co co co o bD . © — t- oS o ~ -2 b: _a © M S .2^ ^® 2 O © § ®5 bO o a a © ®.2 CO •-! ® -3 2^ a sStli Ipii I a II ^ %'^^M P-!fBOM?=, e rO © 'S 'S . -t-i ci j© s^^S- ." a o? Table IX. — Part-II. — Statistics of schools and of collegiate departments of science, (mining, engineenng, ^y.,) for 1873, not endowed with the national grant of lands ; from replies to inquiries made by the United States Bureau of Education. 688 REPORT OF THE COMMISSIONER OF EDUCATION. Scientific department. Number in regular course. Fourth year. •oinnioj 1 0 6T o • < • • • o o o I ! ^ * •9l«K i 18 1 10 O O GO • • • Gl ‘CO G< T-H . t . • G^ CO • CG • Third year. '9[Brao^ is 1 :® o • • • O • O O O . . lO • • • G« 1 •OIBK » 1 :22 H 1 : Q} 2 S ; S i 3 S CG GJ O • rs * Second year. •oiBraaj « 1 H 1 ; o • ■ o o • o o o • • CO • . . (TJ . 1 H 1 CG O -’t’ . Gl GO lO tH GJ • 1-1 ^ G^ CG CD • LG First year. •ox^niox w 1 H 1 • • I o o • o o o . . rG • , . <© J •9IBK ei 1 H 1 . o CG lO CD CO • ^ CG CG 1-4 Gl O Gi 00 . G« t GO • CG • •e^napn^e jo joqninu injox . 1 OOQO'M o co-^ r- t- 00 ^ • H o « CO t- 1-H — C5 coo • H 1 ^ 2 : Preparatory department. Stud’ts. •oivniox 10 Ci • O • • 1 o o . o o o • •oIBk'I ® ■ O • . O O i-G o :g ^ • CG • i : •sjojonjjsaj Q(D ; ■ ■ o o lo o \ ^ ; CG • • Corps of instruc¬ tion. •sjo^onjjsat aaqjo | • O th CO rH O • O i> O ! 53 : « rllO I •ejoesajoad jnoptso'jj j cO o 00 o< t-o o o 00 Qcr--^o. ,-r-, r-1 . President. Rev. A. C. Hillman . J. L. Cliamberlain, LL. D. . n w TTHnf T.T. n C. 0. Thompson, A. M., principal. Rev. W. G. Eliot, D. D . . . . Rev. A. D. Smith, D. D., LL. D. R. Fletcher, A. M., prof, of civil engineering. Henry Morton, Ph. D . Rev. J. McCosh, D. D., LL.D. D. H. Cochran, Ph. D., LL. D. F. A. P. Barnard, S. T. D., L. U. D. H. Crosby, D. D., LL. D - Rev. E. N. Potter, D. D .... Hon. James Forsyth . F. 0. Marsh, acting . Rev. J. H. Fairchild, D. D . . •noi!;'BzinnSao jo njuQ; 1866 1872 1848 1868 1857 1852 1871 1871 1873 1855 1864 1871 1845 1824 1831 1833 JO ojnQ W 1861 1865 1853 1870 1854 1754 il826 11831 1834 Location. \ol a pot O .c O'; Iwc 1 i : : : ^ 1 W ^ ^ 5- ^ ^ 2- 5 - t 1 i'i g| g 1 1 t 5 § o> > ^ ^ t 3 aJg g ^ b 5 3,? -a (3 o'^ S ® ©T J ^ M WfLi M {2; M Troy, N.Y. Granville, Ohio . Oberlin, Ohio . Toledo, Ohio . Name. iH Hlinois Agricultural College . Scientific department of Bowdoin College . Lawrence Scientific School, (Harvard Uni¬ versity.) Worcester County Free Institute of In¬ dustrial Science. Polytechnic dep’t of Washington Univ .... Chandler Scientific Dep’t Dartmouth Coll. Thayer School of Civil Engineering, Dart¬ mouth College. Stevens Institute of Technology . J. C. Green School of Science . Brooklyn Collegiate and Polytechnic Inst. School of Mines of Columbia College . Department of Science, University of City of New York. Rensselaer Polytechnic Institute . Scientific dep’t'of Denison University a... Scientific dep’t of Oberlin College . Toledo University of Arts and Trades c . .. j -aoquinyj; 'T lOW f OOOl S ^ STATISTICAL TABLES. 689 bc.r 6^ ct o ir- 15 12 : o 00 O 1 05 12 O 0^ o • 00 CO O I • o 17 15 05 cn o o o o to o r^- CO o C^l O T-^ CO r-l C5 rH CC * KC ) 3 3 2 J 5 ) 5 P 'a ^ P ^ P c P! b 1 ^ 6 B .S P* i ! t ^ 1 ;l i :“ ' :p fp§|c ''it'Z^ ■ &C3 O j^PaC -PP ci P ) 1 P > ^ 3 a i ^ 3 P c p i 1851 1842 1865 1824 1872 |1855 18G6 1819 1839 • CO O • Cl Ci • 00 CO 00 1755 1866 1839 1870 . c3 « c> O 1^. Oh; .-''o o rS^ 03 ,S"®-S "o Pi -^J -.2 Crt rt -=3 0-3 a t> t>- ■^1 o o ho oO E a is I? 'o o © o *o o wen o o gSo ® Id ..2 §ss-d 'S gBP ® ci fP o P-l f2 P-i {/j ■!g © ©’i'S ’Ef5 ^ ^ to ^ O .pH © '©i I O •S ^ 0^1 FoA u o j oij c5 o PP PP '2 3t c a ^ a o g la ^ ill O !>.^ O tA3p-S Sh M 4T E a . a o -p N tJD o ^ ;ziM 0'S m a g o « Table IX. Part II. Siaiisiics of schools and of collegiate departments of science, {mining, engineering, if c.,) for 1873, f a20, 813; 1,400 0 G . :> » ;? . 3“ j's 1 . 0 . ■ 0 • • 0 • : • CM ; •aoTjB.iod -joo JO Ajjodojd JO jnnoniY ® M $75, 000 228, 784 200, 000 500, 000 . c • c • c D • 5 • :> « ; ' ; S •spunj OAponpojd JO AO juoniAiopaa jo junoniY Si $30, 000 307, 000 120, 000 71,000 050, 000 ■ 200, 000 0 0 d 40, 000 0 Volumes in library. •5i8I ‘gx AoqojoQ 9onis osBOAOni GC 5? • 0 • 0 • l—f 500 ■' 50 1,000 30 300 ’ ' 9 1 t 5; 1 .00 • .00 . 1 10 . • » : 1 0 0 m . ^ ^ ^ I ' PO I MBO A oixsBxoqos ut sjxooAi- JO loqumjq; Si 000 • 00 0 COGOOTf'T-i .0 •VTii ccco'^ro'^ 40 30 rj TCI • • 75 Tj^ CO ; •osjnoo ui sjboA jo jgqran]^ Tfl T}< TT CM ^ CO CO ^ CO • : CO ^ TJi . •ediqsjBxoqos oojj aoqjo jo loquinjq; « Si 0 • rH • • CO • 0 0 r- * 0 • 1 ■ . 0 j j •ediqeanxoqos-oj'Bjg jo aaquinjq; | § I • 0 0 0 • • 0 0 : ^ ^ : : ; . 0 0 1 •jnoni -'ijudop opxjaoTOg •sojBnpBAS I -jsod JO Aoqninjq; | I ^ • CO 0 • Ql ■ • T-1 0 ; ; 0 1 • •98An00 XBTJ I I -ABd ui Aeqtnnjq^ | © (?< I I ^ • 0 CM pO 0 0 • 0 CO I ; ' rH ' • O'* • • * : fcca . ^ ; 07S o c; ilS O P 0 sm .2 I- O O < a ac ,a o'^ o . : o a 'O O OrX . a > P tc-i a ^:3 :g •S P_p o-g .P t>. H a § Ph.S ^ o ^ o a § o a ^ © .S 'O ffl o o .-s o -21^ 13 1 a .j:.+^p(»o.^or-©QOpaj^ ;r o a >[8'^ . MicP P P3 H coh> 'S § S a 2 2 O a P^.|P^i§S 0 a rri -|Oo=^;>^ O P f. . ^ ■« 000 5 ^ £V 'P'P S a': I O o ) til i© p 03 ^^.^•00 g p ^ O o *f^ Q O *7^ ^ ® 1— ^ -i'EEao®^oo"gg :> a ®’3’3 o'oo a tH P P «? CC P M 02 •jDqranj^ tH GJ CO CO L.O O 00 O O • STATISTICAL TABLES. 691 Ph Ph o-S P'S 22, 000 2, 500 000 ‘00s 0 0 GO 500, 000 300, 000 2, 000 300, 000 750, 000 50, 000 0 0 G, 000 15, 500 2, 000 3, 000 0 00 0 100 45-75 0 00 Cl-r* - sa; 0 1 0 0 0 Cl 20 (S o ;iPo i'S-SJ > P tX) rVP O O '' o Ph cc t? p hi? ^ O O O S ^ ■2 P |>S § t> 'S 'o '3 ^ f5 hCCCOM t>P f? ° s-s = Ci <7i Cl Cl Cl Cl _o fcb ■53 2 ppi'B « g g 3’a ^ f-i ID rrt O- O (=^5^^ ft-io g o 0.2 PPPh <3S^ "is IsEs P -9 a g i|l| * e.o o P- o rj o S o .2 .P c3 Ifl^s HnSS ^ .2 '> a' CD fl O r— i f-H ^ O o ■ eg © a^ ® .® LD'tfPl a'2-^Si ”2222 '^0000 +3 4^ 4^2 -*-^ -U a P a P a ® © ® ® ® s a g a a t;-£ a P'S a a a a a aL,eL(anap, ® ® ® ® ® o ® o o ® ca ert ea epl ca d ;3 fl a O O o o *0 *5 ’o *0 *0 O .2 -"a P j^T o o a o o i-aSS'S a|^S 9 a: -a 'p O a -, i:£-4-i Op;aa^ ® ® a a 'o h V.2 50P ^iHl ^ a i o. OJpccQp 'o 'o 'o 'o 'o 'a'c a a a o ® ® ® o a a a a a a ^ rt a a ® ® o' ® ® Table X. — SiaiisUcs of schools of theology for 1873;// 09n replies to inquiries hy the Un ited States Bureau of Education. G92 EEPORT OF THE COMMISSIONER OF EDUCATION. •C:8I JO :^^^ra -aonararaoo eq; S8:^cnpt’i£) •aojjJap jaq;o JO oitnopiJOB UB poApoao; OABq oqAi e^aopii^s ^jaosojjX •osjnoo JB[iiSoa: nj •ediqejoseojojcl poAiopug; •eJO|ona^.suT: Joq^O •sioseojojd (^aopisog; '■s :S R| ; W . • ® S • • : > :p Cl aT 73 .2 " o ® O pp . o O <§!S^|s-3 a . r . . . . oooHqopq r2;-i P P P P" a :P ^5 ^.ga G-P a cc O . o b* ^ 2 > P <1Hf -a: •2P^| -P ■ ® g |R g m|S if t-'p l>''s > O • O o ci 0 9 .a .2 o "p fcC t>>® PO PO P ’r ^ tfl, • • a, ' a %2' £ Sop'S P p p-( pH a {jj o a ut ci o u opqppqopn ^ iJg S ® ^4^ a t top. •a'a^ ©*3 o^P "slsp S 2r s ■a -■a IB > g a -g 2 PPPPP 'UOI^BZIObSaO jo 9JB(X CO 00 GO QO 00 I- » ) CO O CO LO lO CO lO lO Ci _ lO CO OU 00 GO CO • lO t-* CO GO • CO CO •ao:^ai?qo jo e|KQ[ OOiOiOf^ OiOi'* Oi> •C-'I CO O lO lO lO lO CO CO 'O? GO GO GO 00 GO CO 00 00 00 ' 00 ( ■9 6 1^0 •30 9'a pa RT.a a 2 a 9 Mp; II a ^£'S.2.9.2 g§2 5' p a PPS MR o PP ^ c5 Hop ri t>j HP. ^ s ^'g o o M O fig i a “o o'S >5 o g "co ® 0 my bc a a ©Oh ^ • S’ PtaS^ a ; 03 o*g a a ; « a o R-qj HgS g t^a Pm to hhm i g ° ^ "Sr 3 a a a -S “ o ® 0) o 'p ^ P P'^.SH “ P p^p^ P 6 p" P o - X C3 p pp P ^ of s o M > o p p p ^ -I pp pp :sp p<^ ^ !h ^ ^ Q UP O g o p Pfi^ .2 © s ^ s g ® § § PHsM > > > © o o ppp pl 0.2 ® 3 o § P o O 4P I i?l jl”| O M o ^ Hr-, _o a'o is ■ p m :1I-2.2 Is ’Sis I Jilfill I ■S cf o Op rH O . 3 tx)e 2 c ^§P P-S'rt i> o ^ o CO o Ci ^ 1-1 iUC^lOJOCOCOCO CO G^iTi GO 00 00 CO 00 CO 00 GO 00 00 GO ro c3 .ij "w I ^ .§ 2 -c;n r CS g. O k « a 5 > ® © = Pop p- P •noi^^uziuuSjo JO ojb’o; l- CO -s* LO O C5 00 00 00 00 GO •j9jJBqo JO ojbq; d t- cc c© >o ■ o o CO 00 00 00 00 < 00 00 00 00 00 oo : : :o : ^ : :!^ : pp >-.p 'P • tStS S-sp te fe ^cp ^ a ® © ©.2 o 2’2 S PPPPHHP cS c3 a a a a Q bb o o pp oo II QO oo^ III p»2 © P Po^ O O PP bP c; o _a 2 B S ©o - m. ® 2 ^ ; fcfja a B a a ^ o a 4-.J OCOcC 2 a ^ ic'a ©G© > ® P2 - a 2 ^ § ,9 9 Ji o ro ^ oP^ .2 « o o CC.2 Q "oP © ^ § a ■*^ ;i2 c5 g ^ o o ^ c o ^ 'Ei-'® p ® a ^ oP p o^a.2a2| -e BOP iao •>s a fccb P be o| c: d g:) p':n c« o o : ©.2 a as > ^'•O ^ S'a -- a'^- o b a a a 'beg'S S a I P-Sh5 © aS O 2 -I CO © H © o 2 S«2 g 2 rr, ar-' lit - w „S a 2 P'SdS P ‘So'bfl rt a ^ rt a a g "o li c 'o 'o I © u--^ © < wH ""pHh" pP a.p ® © ct ui .2;^ 11 P a ^ bC bO ^l|i| H OpH OD^ Kh h •jgqranjsT D Clai STATISTICAL TABLES. 695 ‘ O C5 . lO ' ic ip p ■p ^ O'^ o £ C2 § » (A ^ie^ tA r. f-( Q Ip > > ffi o pp p p Pi ^=1 s jS 1 o p i .a o cc spi c3 P ^ P -o p p - -'p >=’^ • ppp © . j £-P r “ a P . p'|«P 'sts^gli •g«2PHO-| ~ C> o PPPP pp . © fi§ >i'-' P g .s' ® ^5 pp dR *3 c d : p" <1 : ■P p^- CD q a 03 q © p , p ® >.© 0 I 0 ' ' 0 03 ) . 03 ® q (£> 3 a 5 03 bJD 61 9o pp®Ha 0 25 ® 2 d.qd ©P -a 9 P N 2 q dco , of > 0 CD d P P^O|^- P aPooi t> q > > 1> QJ 4.3 O W O C O r^P cb p 0 q q g| OP P( o PP q O OP P 0 dp 1 p. PPP © . ^ © -ti TT . fcC0 9 !=C2_ff P-q q q S aOp oSP'S^'P&o gPk©Ot>c3S P,, r.l p^fqppq. p p q,a q o PO 0 '-' q S -(j +i ^ © © ^ -43 © ^ .© pp p q-2 o o q 0 PPP 0 > .2 2.2 ^IP cgoSa .2 q:Sq;^o « OPOPP. P ITS qj on cj S ^ ® ?3 CO f o m T.- LO CO CO lO -q CO GO CC 00 00 00 00 m -q. S S 0 d 6 tq p>j a *=5 s ® 2 2 .p q: r0 © ■ q P If 2 © PO © ©|H ^ jq' -t? -0 ™ - © © gs® §gl PPP p IP > q^ ® t^i F=iO :o P|^«5 fcC'iP cf ^CD -‘0 0 r3 p P q a ”.923 a SIpp O 0 CO © p a 1> o a a © q OP • q © a q q © M 03 © 003 ®^ P !_, q q^ ^ q P ot> ap-q PPd :qo .3 a q q o "o q in 2 .0 ® -S a ©H CO .H ® — '^s- >> 'q 2 a -.2 3 g •2|fS?c 0 2 0^© © © 00l cog ^.5^0 'q q^ ®^ © 9 -^q ‘ar,-g 2^.0 o © © © ;> BMI a P 2 a S a "^1 q .q © g3 tc 2 1 i ■sptif Ph'-' fci.0 O O S .R'^ q q.q^^' g o 0 o;2 a o c.©(.q_©' 2 '3; ® 'tjc ° — So § '' 2 a © o > o O © o © ® P 5^0 '3'© o^’o'a.c ®P gJRSgbp^^aO^: ccP P PP d COi © © bC ..s © q ^ bc .apip.2 P d a o j^’o . ®.q5 0 ©P — d © 2 "P o , qoPqd® CO ® 03 ©d >.03.© fccP ® 2 q 3 5 =cd’ q A2q-a®qoA'©0 M'S^llllsl 00000 ^ From report of Uureau of Education for 1872. a Not yot ju operation. Table X. — Slatislics of schools of ihcology for 1873, o raojj ju9A eq:^ joj e^^dtaoa^j; Si O O Cs O O CM o o o •spanj OAT^oTipojd mojj otnoDui •sparij OAipnpojd JO janoniY ‘ o o o o o o o I. \ »•> 1—^ — o o o •s:oni -pimq pnu spnnojS jo • o o o • o ir: o ‘ O 00 o o o o o o o o •noTC^Tjjod -joo JO Ajjedbad jo jnnoniY O O O O O O o' iO Ol . o o . o r- • CO •noTjinj JO jsoo xTJnauy ooooooooooo O O O LO 'ZLSl ‘gx ^ToqoxoQ eoais osBoaouj O CJ o ^ O CM Moqmnn OTogAV ooooooooooo OCJOOOOOOOOO ooooooooooo o o o o o o •oejnoo m sjbo^ jo joquin^ LOCOCOCO -COCOCO^OCOCO CMCOCO •miun[B JO joqmn]^ 02 . >3 •o . .. . § :£ I ^ a a^5 (3.2 ::a 1^0 S g : ^ :^§S| il , w M.M a a :A 3'8 ® tr^ • a ^ ^ rt ,2 jNccJ'^.g^ ® -g -^-1 ' o ©H V; 3 a g C3 ^ g o3 2 ® ® _U®-2 _ cgli.-g^.a sa2|§ w2h- C.a^ !Di3 a C ci S ® .3 a rt rt „ ^ H © O 3 s a^i '6 ® 'a .2 a ^h-2.2 >-.2.2.2t)^ © SS"© oj> o'© ©*3 g'2 o gu©©^;©©© p,.2 ©t^ o ®©:©5©i “fH g^Sa ©3 3 ^ 5w So © y-"'* (3 — ■ 23 'tc © a a ra t>5gg_oa3©©j.2 ^ ^.-2 ^ §33 2 2 © a rt a Pi P ©.afg © o > <1rsHt^C5 m a ® ‘2 si p-3 - 'S90.II10S .ioq|o qy capjj jyoi: !}SU[ 9qij aoj 8^1x903^! lO O C •spanj QAT^-Oupoid raoaj oraooni o o o lcfci'0‘0* •sSni -piinq pnu epunojg jo 9ri-[x?A •not^^^od •JOD JO J£c^xodoad jo junoutY •aoijTUi JO jsoo x^i^^nuY O iO o 0 O O O O O ' a . ■ZLQl ‘gi aoqojoQ oonis 9eB9Joni 0000 00 O O Tf CO O !> •jgqtann 9Toq A\ 000 000 000 T-r«d'cc LT O O O •9SJT100 ui ejy9i! jo .loqnm^q; eo'S’ctco fo fofooco Icci co »n)(3!foco •tnnitqy jo jgqninjq t- O CO O GO iO P cs iCO c3 5 >a . cs a in t-H (—1 T 3 P^A a^’s o o o o o o o o o o o o O O O 00 Qo" o o o o o o > o 'o ^^3 3 O ^--hO .^dog.-SO^ . inical'a.sl ^ § o § I .■s ^ o^ &c3.2^'^ t^;SpqHr^;3 a a Cl,® o o o g ^ 'S ^ :a 'ba -S 'So 2 S-a a > ®a2 p 05 ■art S'a O^-M o ^ 2r^!r?rtc:>r:3c^©a ^ 1=1 o a ci3pa .2 ’S o o CO o la 1^0 la ^ o H a 00^000 000000 a -. 2'^ =^s coal 5 a §2 02 .■s a ^ ® 3 ^ '3ij'3 gCOQ O'! .2 2 rt-2 S If a a oO;a ijjogrr- a 30 § lA o S '3 £ • "2 ^ ® Soo ® ©-^ g ^ ^ rM -i^ ^ "3 5'bt^'Sj:|f^'|f§H<^-ci gbc2 g o ^ ^ rt-Sia •|.2 g2'g.-2 ®|-g|2 g.| » c- ^ a S o ^ ® § ® Sfos ® P ®r2'^®rS'-2 p3 C3 c3 © o-o|p§5g^|a.a ,©®ocia/— 'PcoaS© ®f^"aco SH >,,0.0, — C3H-i'•,'-l'^^.|-l•:- H CO^OH mH H WH P oQrnr ^l§--M>|'a|8^ 00050 tH COCO 0C'X>O C5 C5C5C505 O 00 §5- gp^ ra t>3 P .2 H w o a Hga ..27: a . aOS-?: 053 ^^33 "© 'p a — 2 "o p p ©•■-' gf^ p— ' . ’2 a ® p "2 ^ '^aa2a'-aa o'^ g ® ® o g g 1^ <1 CO CO ^ ^ CO CO a 1- a ■ Im^.§ o ^5 ^..So ® ® §g=|§tO||| ®.® > a si a^ ?O^CJ>.0 10 '^r-tai co.-(C^roirtMM cocoo omcko g r-1 r-( •sjo!^otij;snt pne sjossojojd qa9pie9J-ao^ O »0 'OOCICOOC^C^O •COO •O’^O -I 5“ •ejos89joi(I ^^a9pTS9y; P (D S S : PI ! ® : ^ ® . rj ■1-3 ■ h-5 s R- i; ' V’P 5|gg§5^^- ■ S d — 1 x 1—4 •d P O r- P 2 ? ® ^ ^ ^ cdjfT ® a^PP oPP irigg---"--'' p p®: ^p p^‘ P^-P o _ p; ci P is ^ uTx P p s -r.2 ■ • 93 & r| P •5' S.-ooo^^ar'ooSo^o'd s ^ O || • g •rH O ” gHHQ 2 MdPnPHpl-lCiS p^. o i 2 cJM P ' p £d . 2 ® I.^Sf p §§ ^8PP •aoT^'Czta^Sjo jo 9%v(i J- O O O ' coGQo5c»GDo6<^tX)aDCbaoQOGOQOc6aDQoa^ 00 00 00 00 CO GO •j9(ja:i3qD jo o:j'bc[ OO'-^COOOCOO’^^ ioco>r:r-iiooioioo OOOOOOGOGO.OOXOOOO '^'P'^-R-EfE-^^ci §.2^ r^-§ ^ .3 .2'^^ t3 § Ma'I §*2^^ 2^6 ^-g. . ^ ^ > ® oj 0:2 2 ^S'r r.o aP J'S ^ ^p’3 ^ ®53or2'2o gs 'p® o p ® ^<10K;pqH^w^p;^PO<50QM<3o;zi;zigHOoNP^O r-r- ' ^ 2 a ^ ® ' -*~1 S m o M R a .rg >r 4-^' a' ' g i5 ®- 2 ;::3 - -br b.f a: a: h^‘ Pd-. -®P' a o "3c ^o 0.2 tc ® paii Oi:»'3 o®2 >5 ffl 3 o o c >>^ 0‘a a o © • . > o •.© ‘a 2 >=^->5 c«ll imd.s ® p a -I 93 . P -R g!j^e|=3i Sg-2 -g > a a !?i> 2 ■png ^ 2 y 2 53.5 g rR © -u >'x P o ‘d S ^ P ® . > a « ©^ •£®"a^§?’§ rI^SpO® 0 R g ^ © R o g MR ^ fe(-^ 0.0 dh-,'® fc.'dh ® rd .-R ^-1 - H'^'p'Sp o'p'p'pm p"'^ P S p'p p"'® a © 5^S©©®>S®o®H®g.^,^®P©ccM:2 ®asa.&p2a3©''3>ooa©'a.^^o 9. a ;.3 : a :S :.2 § g © p? . . ^ ..Sj3gl;dg®-ijla o © © ^ o ffi © ® "o ® rt 'o 2 ® "2 © ki"© gr-R3-3 Pgasr^or-Op; § 02 odjOp: r’® g ^ ^ ^ ^ ^ ^ ^ ^ Si.S ^ ^ ^ J ^ P aaaadaaaaaao a p a a a—j a o PPPPmPPPPPPPPPPPP^IPw : > ; o : a jp.'d'S • <^ .'^ O aaH ' tij a: Qu s- S i®dl j.;2o ^ fc. p p p ^ rg a 2 a S s'^alsg gg--s=.S'g .d'p sP'-^P « p 5 -© +3- ©r ©,®.d — ppSp o R^ m g’o’o ©'©'2 P'S ®-3c-i_>oaaa a p: P.a <=®g-P< P >-®P®aiP® Pp 92 CC (C'w'w'Td g^’a ^.2 ^ ^ ^ ^ ©■© aP3 a a a a PHPOPPPpJ •J9qnin^ 1 C5 O rH O* W STATISTICAL TABLES. 701 Table XI. — Statistics of schools of law foi' 1873; ifc. — Continued. 702 EEPOET OP THE COMMISSIONEE OF EDUCATICN. § g) p p O >s oP O to ^ to i-H g ® O S p p p P P c3 a 6'8 P P P ® o g ; o o t>> S o « © ^ to O " o P PJ CS C3 O’P ppS .P ^P^SiS ©-5 © o p R •S0oa.tios aaq^o xib otojj: jboA X.8HJ 9q+ aoj s^dteoa^ •span; OAT^onpoid niojj eniootii •epnnjf QAixonpoid JO juuonry •sgnTpxinq pm? spnnojs ’ jo onjeA •noTjHAodjoa JO Axiado’id jo jHtiOTUY •juaraAAopna jo jimoniy •noiXTn; JO jeoo I'Kauuy OOiOi-HoOOOOOOOOOOOOOOOOOOO- oc'ii^-c^ rsoiOco^oou^fHO’^oococoooiooo ^tH ^ T-lrHr-ic* •SI.8X ST ■ joqo^oQ eoais Qsi^ajoxii •j0qmnu qtoit A\ er o o o o o IQ O O O CO O lO o o o o o o o •mainiB jo j9qTiiu_ti O CO iH c CO I-H LO CO 05 (Oi CM I c5 O a :o: I 5 g ■ .O . i&l-tt ;l Stc ■ p (^ £ £ • 'P p 2 g © o +3 .& > .12 J © O p-'^ Hi £ >= ©+3 > s ! '^ ;-4 i a op > :n : ^ . ® ;oo„ iotsppg^’ :o f??_g :>r-3oB^S^o ^ r-f—i ” ] p ©,q ! © © ■ 02 .r, P ^ ^ w H - oPP;^^^P5m-2P“ >5p ■ >=5-s ® fc! P ? a ©o sP-i2 ■q r O P © ®rt _ lJ « k! t t-i 2 c p PtS’p.t M M 4^ t>5£ ©^ fe : P'q NpppSoppPbda^^w^p^f^op © '^ © p Y p c © © © ©^ © © ©H O M.y ©p ©r;;PP;ew EjjnqH nS ^ © c o a a a.si.| a a ©a g p's a ©-a“^„;a j imp 'illlfl §'1-^1 fill's lol^lll q3 p.qL(P^ qJ PiP. P,JP P|P qq a C1.P3 ja’P 3 .^.P Ppj tPf 0©©©2©©©©,?®rt©t'®®® f>^ © .§ © -^ © ® a M-Sr©r©qg-;3r©r©QT:3p®5r^Qr^^®g-£^®C/2aror; ^ ^ ^ ^;g ^ ^ (i ^ ^ ^ ^ ^ J P g,P ^ o ^ ^ ^ c^csc5c5-*c3c5c^c«c^c^0c^^c3c3c^i— . I 0 ' . ' . ' . ' . ' . ' . ‘ Juno 30. STATISTICAL TABLES. 703 Table XIL— Statistics of schools of medicine, of dentistry, and of pharmacy for 1873 ; from replies to inquiries hy the United States Bureau of Education. 704 EEPORT OF THE COMMISSIONER OF EDUCATION. •JB9A OT; -SKjoqos ut sqasA jo jaqninjq 13 L'^OOOOOOTfOO^rjifOO ‘rH coo* tHtH 't’O ’^COXOLOt^lOrlTrCO’O •oo-iSop JOqjO JO OTUiapBOB UB poAioooj 'oABq oqAl Si ■ • r-l 05 • • ■ . . • • ■ m 'O • II i»i iiiiiiir^iii •OBJUOO JBinSOJ uj QC LO *00 C5»Ol.OO 00 0^^•^-00^•c00c0'^ ‘LOr- GO 'C^ COi-C0rHCi(75U7 rl T-l r-l r-l t4 tH r-< i~i Gi i © ^ • u o 43 ? '3 William II. Anderson, M. D . . K. B. Colo, M. I)., dean . Henry Gibbons, jr., M. D., dean . C. A. Lindsley, M. D., dean . J. G. We.stmorcland, M. D., dean . L. A. Duqas, M. D., LL. 1)., dean . Juriab Harris, M. D., president ; W.' Duncan, M. D., dean. N. S. Davis, A. M., M. D., dean ........ W. G. Dyas, M. D , F. E. C. S . G. B. Walker, M. 1)., dean . G. W.Mears, M. D . W. F. Peck, M. D., dean . J. C. Hughes, M. D., dean . E. S. Gaillard, M. D., LL. D., dean . J. M. Bodine, M. D., dean . . T. G. Kiebardson, M. D., dean . Joshua L. Chamberlain, LL. D . '. . . J. J. Chisholm, M. D., dean . C. W. Chancellor, M. D . Calvin Ellis, M. D., dean . Abram Sager, M. D., dean . . . ‘uotjuziubSjo jo ojuq; OCOGO COIOOJO^O COOOiOOOOi^Tj^Of^l—v-NJO ^BOCOIOO '^i^t^OOLOOCOCOO?OOQO'^ CO CO 00 GO GO GO 00 CO 00 GO CO 00 GO GO CO GO GO CO GO GO i> GO ^ Tg ^ ^ rH T-l r-t ^ ^ r-t ^ tH T-t T-l i-l r-l ^ r-t rH ^ rl T-i •jojauqo JO ojuq; o I xo ' GOO r^ooo 'ooii^oor-co i • C^CO . ^lOCOCOO COt^’^O iTt*OCOCOC^OCO * I S CO 1 t- 00 CC OU GO GO 00 00 GO • CO 00 GO CC GO 00 TO * • Location. Mobile, Ala . San Francisco, Cal.. San Francisco, Cal.. Hew Haven, Conn . . Atlanta, Ga . Augusta, Ga . Savannah, Ga . Chicago, HI . rnn-dOTi tu Chicago, Ill . Evansville, Ind .... Indianapolis, Ind . . . Iowa City, Iowa .... Keokuk, Iowa . Louisville, Ky . Louisville, Ky . New Orleans" La. . . . Brunswick, Me . Baltimore, Md . Baltimore, Md . Boston, Mass . Ann Arbor, Mich . . . 6 1 H I.— Medical and surgical. 1. Jiegular. Medical College of Alabama . Medical department University, of California .. Medic.al College of the Pacific, (University of Pacific.)* Medical department Yale College . Atlanta Medical College . Medical College of Georgia . Savannah Medical College . Chicago Medical College, (medical department of Northwestern University.) Woman’s Hospital Medical College . Medical College of Evansville . Medical department, Indiana University . Medical department, Iowa State University ... College of Physicians and Surgeons . Louisville Medical College . Medical department, University of Louisville . Medical department. University of Louisiana . Medical Scliool of Maine, Bowtloin College .... Medical department. University of Maryland . Medical department, Washington University . Medical school, Harv.ard University . Medical de]jartmcnt. University of’ Michigan. . •jaquinj^ [ rSClCO ^O®l-C0 STATISTICAL TABLES. 705 rtCOCOG^ J d ro ro M 2 IsilSisi 51 i ° ; _r--- _T : iisS iis .>.--- -- :^- III Ms i i si°S ? ijqs'^s S5 I21 5i *■■ 2 17 1 0 11 3 0 i : ; I ” r : GO o ‘w > - -f’ rl ^ o? G'^ O'? ro ro o£Oor--HT-i r: Ci t- CO Coniluissioner of Education, 1872. c Two courses and three years’ study. Medical College in 1864 ; adopted hy the university in 1873. d Not yet in op'eration. Table XII. — Statistics of schools of mulicine, of dcntistrij, and of xdiarmacy for 1873, tJ'C.— Continued. 706 REPORT OF THE COMMISSIONER OF EDUCATION. oi'jeBtoqoe ni eqoaAi. jo .laqran^ 13 CIO Tf< OOCJOOO i-^rH Ik'O'^CCOOO CCCC C^ CCCCCi'^C^ CiCi r- • Number of stu¬ dents. ■0t8T JO jnoiuoouoni moo 9t[J JC S0|T3lipBa£) , 10 CO — « GO O 00 -HOC5 1H CO CC iO d • •oajSap joqjo .10 oioiapnoB UB p0ApO9.I OABq oq^/^ Si : : S : : jeo ; 1 ^ jto : : •9S.moo jb[u,39J uj 30 Of'-CO lO COJ>C50lll^ OO C^Oi>OGOt^O COCO*^ O CCt-I '^:OrHC^(nT-l'^ Corps of in¬ struction. •SJCojonjjsuT aoqjo 1 i' 1 1 -h! C^ CiC^'^OO Tt^c^ mcCr-Tj^lO^r-l • Cl Ci ^ Ct Cl rH •SJOSSOJOjd JU9piS93 (S CJOt- i-Hi-HOCCO col COOGOOOCOCO ^ a n-) Pi ® c P^ 'S a «2 p||li .5 ^ 002 |i ® S ^ ® o ;^riP .O 00 P 2 02 A iJP fi”aiPP«i| ts fcTrS o //"P c tjoS fH o £a tSpppHdP •noT^TjzinuSio jo rjH coin n to to 00 00 00 O OOCOOOr-IM OiS3 O •'J't^iocoto ■^'3* 00 QOOOtKIOOQO 00 00 00 00 00 00 00 00 00 •ae^j'Bqo jo W m m CO .n to to 00 00 00 00 00 00 00 00 00 00 - 00 >H.2 o'.® fl 6;2;o r n 'g N iIp ^ I .2P p ■ : : : :N <^as§§g>^ ®1373 o o+i ® >2 . ■kP o §!2i So ns >, ,|.-s III p;g| (O cS cS ^2 2 .2^ k g 2 :p ® *o ll 0.2 P'S II P40 §, p®^a® ^ ^ ®.2H'^ §.2^0 ®^*^ i W§ ■^i 8§ aS O c8 ww •joqranjti STATISTICAL TABLES, 707 CO to Th o d o o lOlOCOOOOCiOCO T-HCOQOiQCiC^rHO o’^oicococ‘jco'!f(rjt-t>» 'OOOOQOOOOOOOOOOOOOUOQO O ‘ CO tH O? • lO » lO • l> r}< lO • CO C 00 • 00 00 00 • 00 < fl'3'© p tj .9 •9 C« C«*43 I * * ! O 3 CS o' o-p o ■§ 3 m-S o^'S-2'oo a3=! □ Mg a §‘<1 cf.sl >3 • XI t^s §)g pp _ aj!w3 iP ; o ti \>^ g i,- . ; I'S : I fl . t,- . bl) a M 22 O'M.S § P s C 1 1 S3 g,g| Bl-'ljgl g'S'sItS |&° §. 't!2cD,^^Sso2c3®® - o3 ^ g ®^o ' ® § J ’ a bi:g-:^R |5|§ .2 §3 I ®^ 9 OPPh<1 ® ‘I |)§ca O H a 5*93 bC, M^S^j5;2| PfO, o S PrS |lltl||lll|ii o 0-2 op ® ®-3^ a-j 13 O o^j2 ® 4A o'o.Sia O' OMp^^MccOOOAHHt: §? I Table XII. — Siatistics of schools of medicine, of den tisfr}/, mid of ^pharmacy for 1873, ^-c. — Continnod. 708 EEPORT OF THE COMMISSIONER OF EDUCATION. i-r- is s ^ ^ _fl iilli iliiiil; •sao.inos {JU mOJJ aT39A (^SBf 8i[) joj s^dpogji 11 r-r^- •spunj ^AC^onpoJd aioaj eraoDni •spun; 9AT;oupoid JO junouiY •snj'B.rcddn pun ‘sSui -pjmq ‘spunoj.^ jo on^BA 11 gs iiii f p •uorjBJodjoa JO Ajiedoid jo jubouiy ^“2 § •uoTjmj JO jsoo jBiiuuY •oaj-uoijBnpBjf) •99J-U0TJBin0TJJBK i »c lo lo LO lo o m o m m o lo in in lo lo o m m STATISTICAL TABLES. 709 Table XII. — Siaiistics of schools of medicine, of dentistry, and of pharmacy for 1873, — Coiitmuod. 710 REPORT OP THE COMMISSIONER OF EDUCATION. o oooCo So 3 ®y| O O O 'saMuos jcaq^o n^’ nioaj auaA !psBx jq; sipdieoay; Cl CO Cl 00 •spnnj 9Ai!p9tipojd nioaj amooni •epunj aAi^jonpoad jo t^imoniY •en^ujuddu put; ‘sSnr -p^tnq ‘spHTvojg JO 9n|UA o o o o o o o'rlJ' o o o o •aoijuiodjoo JO Ajiadojd jo jmioinv •uoijmj JO jsoo x^nuny o o e •99J-U0TJUUpUJf) ’99J-U0IJUXU0TJJHK in ic lO lo o « in •5181 ‘ST jaqojoQ 9oais 98U9aoai ® S Maqumu 9ToqA\ ' in r-i cn d o in ;S !2i H S' ® ^ 'o ® S O O ■£ fcjO+3 +3 S ^ o o S cs ® ® ® oo "o '3 W S ® " • P !=E'3, ® (>,9,2 M lias" •S; o o n •cii® oP bT® ® S —I ,2cq'c3ti'^ cs -2 I I SI Is a 5|si3 . na1i|Hag tJB bJC p3 a o rC!=H ^9 g ^ ^ g cS®®'9o®®'m P P(gPPP O® Si.S 07 r-3 2 ^ o ■p p 5 p III • o §.g 9 a a a o a l> ww ® s bCM O u Pr2 ® 2’o ^ M O ® J gOP fl IsIp ^.a4§ pi PpSp •aaqnin^ TfJ lO CO 00 Oia> o CO CO CO CO CO t-- CM (TO Uiiiversi STATISTICAI. TABLES. 711 i| a I A So W .a „ Ah o 1 ip •a I ia li 'S-2--S l|i 11=2 aai <» ■It 52.0 712 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Part 1.— ( Universities, colleges, <^'c.) — Degrees conferred in 1873 ly universities, tion of [The follo-iviug are tlie explanations of abbreviations used in this table ; L. B., Bachelor of Letters; of Liberal Arts; M. E. L., Mistress of Eno'lish Literature; M. L. L., Mistress of Liberal Learning; M., Master of Science ; B. C. E., Bachelor ot Civil Engineering ; C. E., Civil Engineer ; B. AgT., Bache Civil and Mining Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor of Architecture ; M. Sc., Ph. B., Bachelor of Philosophy ; Ph. D., Doctor of Philosophy ; Mus. B., Bachelor of Music ; Mus. D., TI. B., Baclielor of Medicine ; M. D., Doctor of Medicine ; D. D. M., Doctor of Dental Medicine ; LL. B., g 'A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1C 17 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 33 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 Note. — 0 shows that no degrees were con Institutions and locations. ALL CL.4SSES. LETTERS. > SCIENCE, All degrees. pq R ©" O c 0 A. B. A. M. Sc. B. O OQ O O M h cS o q o R d tc 0 0 1 0 a 0 H CO 0 CJ 0 § R d 3 0 0 >5 0 q 0 R 1 2 3 1 4 ] 5 6 7 S 9 10 al 8 3 3 12 2 4 4 4 0 0 University of Alabama, Tuscaloosa, Ala . 6 0 1 3 Cane Hill College, Boonsboro’, Ark . 2 2 St. John’s Coll, of Arkansas, Little Hock, Ark . . 3 0 2 Missionary College of St. Augustine, Benicia,Cal 3 3 Unive'^sity of California, Oakland, Cal . . 72 0 4 8 St. lo'uatius College, San Francisco Cal 3 2 1 St. Mary’s Collep-ft, Sa,n Francisco, Cal . . 6 2 1 3 Uni versity Cnlle.cre, Sa, 71 Francisco, Cal . . 15 Santa, Clara, Colleo-c, Santa, Cl.a,ra,, Cal _ 5 1 4 University of the Pacific, Santa Clara, Cal 8 3 1 4 Coll, of our Lady of Guadalupe, Santa Inez, Cal. 0 0 . Pacific Methodist College, Santa Kosa, Cal . 4 1 1 3 California College, Vacaville, Cal . 0 0 Hesperian College, Woodland, Cal . 0 0 Tnuity College, Hartford, Conn . 34 4 17 15 2 Wesleyan University, Middletown, Conn . 65 9 34 31 Yale College, New Haven Conn . 235 13 112 43 9 Delaware Colleo-e, Newark, Del . 3 0 3 Georgetown University, Georgetown, D. C . 37 2 11 3 1 Columbian University’, Washington, D. C . 62 5 ”i 2 1 1 4 H. oward University Washington, D. C . 23 2 Gouzaga College, Washington, D. C ... National Deaf-Mute College, Washington, D. C. 3 0 3 University of the State of Georgia, Athens, Ga. 61 23 4 1 Atlanta University, Atlanta, Ga . 0 0 Bowden College, Bowdon, Ga, . . 4 3 2 2 2 Mercer University, Macon, Ga . . 4 3 4 2 Emory College, Oxford, Ga . 30 6 24 6 3 Abingdon College, Abingdon, Ill . 22 15 Shurtleff College, Alton, Ill . 5 3 3 2 2 Illinois Wesleyan University, Bloomington, HI. 14 2 5 5 4 St. Viator’s College, Bourbonnais Grove, Ill . . . 0 0 Blackburn Univoivsity, Carlinville; HI . 19 4 5 4 1 7 Carthage College, Carthage, Ill . . . 0 0 Chica.P’o University Cliica,p’0 Til 26 7 14 3 2 St. Tirnatins Collecre Chicap'o Til 1 0 1 Eureka College, Eui'eka, III ..* . . . 12 3 2 North western University Evanston Til _ _ . 68 1 12 6 Northern Tllinois Collee'e, Fulton, Til _ _ 0 0 Huox College, Galesbur<’', Ill . . . . . . 6 1 3 2 1 Lombard University Galesburg, III . 10 0 "4 3 3 Illinois Agricultural College, Irvington, Ill. . . . 1 Tllinois P,olleo-e .Tneksonville Til . . 12 1 3 2 7 Mclxendree College Lebanon Ill . _ ..... 27 4 5 6 '2 9 Lincoln University Lincoln Ill _ .......... Monmouth Colle5 03 O a o M In course. I Honorary. In course, Mus. B. 11 12 13 14 13 16 17 IS 19 20 21 22 23 24 25 27 (D |29 30 i 131 32 ■1 119 1 1 1 1X<4 113 114 14 lie: 1 4 - xxo 116 117 4 1 2 2 .XX f 1 1 1 xo 119 1 on X4U 1 01 X 4X TOO 1or> 14kJ 1 OA 1 3 14^ 1 0=^ • 1 1 2 i 140 126 1 07 14 i 10Q ^10 /yO'^ 14o 1 on 1 2 2 4 41 30 XeXP 131 1 QO 4 1 0 o A lo4 133 1 ‘^4 Xo^ 1 Qe; y 1 XoO 1 '1R 3 2 XOO 1*^7 8 il 15 a91 ll JLil 1 1 •IQ 4 2 loo 139 1 Af\ X4U 141 5 1 40 1^4 14*^ 1^0 1 44 1‘x‘x 1^0 1 4^^ 41 X'lti) 1 47 9 X^ 1 148 1 40 4 I'tM 1 X jU 1 ^1 ■ 4 104 1 ^9 ' 104 1 '*v'? 1 2 XOO 1 ^4 3 5 2 1 K X04 155 1 o 1 00 1 e;7 XO 1 1 XOO 1 SCO XOi/ 1 no lOU 1 1 iOX 1 CO 1 10^ XOO 1 (XA X04 1 nsc 100 3 al8l. XOO 167 1 fXQ 2 lOo 1 no 2 XOy 1 7n 2 ..... 2 a21 . 3 , 17(J 171 dl . ■■ t . 172 . Ui . . I. _ [ _ c Includes nine degrees of pharmaceutic chemist. d Not specified. e Honorary, a 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 REPORT OF THE COMMISSIONER OF Table XIII. — Pabt 1. — ( Universities, ALL CLASSES. IaII deOTees. Institutions and locations. A. B. A.; Eutgers College, New Brunswick, N. J . College of New Jersey, Princeton, N. J . Seton Hall College, South Orange, N. J . Alfred Univefsity, Alfred, N. Y . St. Bonaventure College, Allegany, N. Y . St. Stephen’s College, Annandale, N. Y . Brooklyn Collegiate and Polytechnic Institute, Brooklyn, N. Y . St. Francis College, Brooklyn, N. Y . St. John’s College, Brooklyn, N. Y . Canisius College, Brooklyn, N. Y . St. Joseph’s College, Brooklyn, N. Y . . St. Lawrence University, Canton, N. Y . . . Hamilton College,'Clinton, N. Y. . Hohart College, Geneva, N. Y . St. John’s College, Fordham, N. Y . Madison University, Hamilton, N. Y . Cornell University, Ithaca, N. Y . College of City of New York, New York, N. Y. College of St. Francis Xavier, New York, N. Y. Columbia College, New York, N. Y . Manhattan College, New York, N. Y . University City of New York, New York, N. Y. University of Bochester, Kochester, N. Y . Union College, Schenectady, N. Y . Syracuse University, Syracuse, N. Y . . Rensselaer Polytechnic Institute, Troy, N. Y . . University of North Carolina, Chapel Hill, N. C. Davidson College; Davidson College, N. C . Rutherford Male and Female Cmlege, Excel¬ sior, N. C . <- . North Carolina College, Mt. Pleasant, N. 0 . Trinity College, Trinity, N. C . Wake Forest College, Wake Forest, N. C . Buchtel College, Akron, Ohio . Ohio University, Athens, Ohio . McCorkle College, Bloomfield, Ohio . Baldwin University, Berea, Ohio . . . German Wallace College, Berea, Ohio . Mt. St. Mary’s of the West, Cincinnati, Ohio. . . St. Xavier's College, Cincinnati, Ohio . Farmers’ College, College Hill, Ohio . Capital University, Columbus, Ohio . Ohio Wesleyan University, Delaware, Ohio _ Kenyon College, Gamhier, Ohio . Denison University, Granville, Ohio . Hiram College, Hiram, Ohio . Western Reserve College, Hudson, Ohio . Ohio Central College, Iberia, Ohio . Marietta College, Marietta, Ohio . Mt. Union College, Mt. Union, Ohio . Franklin College, New Athens, Ohio . Oberlin College, Oberlin, Ohio . Miami University, Oxford, Ohio . One-Study University, Scio, Ohio . Wittenberg College, Springfield, Ohio . Heidelberg College, Titfin, Ohio . .... Urbana University, Urbana, Ohio . Otterbein University, Westerville, Ohio . Westfield College, Westfield, Ohio . Geneva College, West Geneva, Ohio . Willoughby College, Willoughby, Ohio . . a Honorary. & Number of graduates reported J21 2 0 12 0 13 75 16 8 12 22 0 15 13 2 32 STATISTICAL TABLES. 719 Degrees confei'ved in 1873 hy universities, colleges, ^’c.— Continued. Sc. M. 11 12 13 14 15 16 17 IS PHILOSOPHY. Ph. B. 19 20 Ph. D. 21 22 23 THEOL¬ OGY. 24 25 26 27 28 29 30 31 32 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 612 21 26 66 676 63 c The class is preparing for examination next year in higher-grade-studies. a Includes,! ^aduates in pharmacy. g B 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 EEPORT OF THE COMMISSIONER OF EDUCATION. T^\jble XIII. — ^Part 1. — {Universities, colleges, #c.)— Institutions and locations. ALL CLASSES, LETTERS. SCIENCE. 1 All degi-ees, 02 u o Q 0 M A. B. A. M. i Sc. B. ) . r . r . » . L 10 i;;;;;. 94 52 58 29 » i . .. . >i . 16 34 68 i! . ii . )! . ) . 149 15 50 )' . s! .... 28 49 ) . i . i . 12 9 14 ) . { . 1 . 726 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Part 3. — Degrees conferred in [The folloAving are the explanations of abbreviations used, in this table: L. B., Graduate in Letters; of Liberal Arts ; M. E. L., Mistress of English Literature ; M. L. L., Mistress of Liberal Learning; B. Sc., Mistress of Science; L. Sc., Laureate of Science; Mis. Mus., Mistress of Music.] Institutions and locations. All degrees. Elorence Synodical Female College, Florence, Ala . . Centenary Female College, Summerfield, Ala . . Tuscaloosa Female College, Tuscaloosa, Ala . Alabama Conference Female College, Tuskegee, Ala . College of Notre Dame, San Jose, Cal . Wesleyan Female College, Wilmington, Del . Southern Masonic Female College, Covington, Ga . 1 . Andrew Female College, Cuthbert, Ga . Bethel Female College, Cuthbert, Ga . . . . Monroe Female College, Forsyth, Ga . Grifhn Female College, Griffin, Ga . La Grange Female College, La Grange, Ga . . . College Temple, Newnan, Ga . Eureka College, Eureka, Ill . Lombard University, Galesburg, Ill . . . Illinois Female College, Jacksonville, Ill . . . Ferry Hall, Lake Forest, lU . McKendree College, Lebanon, HI . Monmouth College, Monmouth, Ill . Wheaton College, Wheaton, Ill . Iowa College, Grinnell, Iowa . Iowa Wesleyan University, Mt. Pleasant, loAya . De Pauw Female College, New Albany, Ind . Highland University, Highland, Kans . Daughters’ College, Harrodsburg, Ky . Lebanon Baptist Female College, Lebanon, Ky . Lexington Female College, Lexington, Ky . Shelbyville Female College, Shelbyville, Ky . Siliiman Female Collegiate Institute, Clinton, La . Maine Wesleyan Seminary and Female College, Kent’s Hill, Me . Baltimore Female College, Baltimore, Md . Whitworth Female College, Brookhaven, Miss . Franklin Female College, Holly Springs, Miss . Union Female College, Oxford', Miss . Chickasaw Female College, Pontotoc, Miss . Lindenwood College for Young Ladies, St. Charles, Mo . McGee College. College Mound, Mo . Stephen’s College, Columbia, Mo . . : . . Bordentown Female College, Bordentown, N. J . . . Pennington Seminary and Female Collegiate Institute, Pennington, N. J W ells College, Aurora, N. Y . Elmira Female College, Elmira, N. Y . . . Ingham University, .Leroy, N. Y . Rutgers Female College, New York, N. Y . Vassal’ College, Poughkeepsie, N. Y . . . Asheville Female College, Asheville, N. C . Cincinnati Wesleyan College, Cincinnati, Ohio . . Ohio Wesleyan Female College, Delaware, Ohio . . Highland Institute, Hillsboro’, Ohio . . Hillsboro’ Female College, Hillsboro’, Ohio . . Heidelberg College, Tiffin, Ohib . . Xenia College, Xenia, Ohio . . Pacific University. Forest Grove, Oreg . Wilson Female College, Chambersburg, Pa . . . . Irving Female College, Mechanicsburg, Pa . . . . Pittsburg Female College, Pittsburg, Pa . Columbia Female College, Columbia, S. C . Due West Female College, Due West, S. C . Williamston Female College, Williamston, S. C . Cumberland Female College, McMinnville, Tenn . Soule Female College, Murfreesboro’, Tenn . . W. E. Ward’s Seminary for Young Ladies, NashviUe, Tenn . Mary Sharp College, Winchester, Tenn . Chappell Hill Female College, Chapel HiU, Tex . ' . Andrew Female College, Huntsville, Tex . . . Wheeling Female College, Wheeling, W. Va . Lawrence University, Appleton, Wis . Galesville University, Galesville, Wis . Milton College, Milton, Wis . . . a Nirmber STATISTICAL TABLES 727 schools, 4'C., for the superior instruction of women. A. B., Graduate in Arts ; A. M., Mistress of Arts ; B. L. A., Graduate in Liberal Arts ; M. L. A., Mistress L. C., Laureate of Arts ; A. L., Laureate of Arts ; A. S., Sister of Arts ; M. Sc., Mistress of Science ; cA- < A. M. w M. L. A. M. E. L. M. L. L. L. C. A. L. ■ A. S. B. Sc. L.Sc. CO 1 CO Mistress of arts ■and sciences. - 1 In course. Honorary. 4 3 11 1 2 6 3 2 7 4 a 6 a a 14 14 5 5 1 2 1 4 6 6 7 1 10 3 2 4 2 1 5 1 11 1 8 7 2 6 3 2 1 1 5 11 3 7 9 9 2 3 8 6 2 1 1 13 3 ■ 7 47 2 2 6 9 a 9 a 8 a a 2 1 2 9 3 2 1 C 4 1 5 _ 1 _ 7 4 5 2 36 3 1 _ H) 18 9 7 12 3 4 2 1 1 not given. 728 EEPORT OF THE COMMISSIONER OF EDUCATION. Table XIV. — Summary of examinations for admission to the United States Military and ' Naval Academies for the year 1873. UJJITED STATES MILITARY ACADEMY. UNITED STATES NAVAL ACADEMY. Rejected. Rejected. On what account. On what account. States and Ter¬ ritories. Candidates. Accepted, total. Total. I Physical disability. 1 For deficiency in - 1 Candidates. 1 Accepted, total. Total. Physical disability. I For deficiency in — fci 'B 3 i c .si Ariihmetic. Geography. 1 s S History. ci o SrS C3 p. to £ a cx c Arithmetic. c? (V O Grammar. No. 1 History. | O d d d o ;2i d d d 6 d d >7 d d d [2; d [25 d ;2i d o "A d 12; Alabama . 9 2 7 3 0 2 o 2 4 2 0 0 0 0 0 0 0 0 0 0 Arkansas . . . '1 2 2 0 2 2 1 1 1 1 2 0 2 0 0 0 2 0 0 0 California . 2 1 1 0 0 0 1 0 0 0 4 2 2 0 0 0 2 1 1 0 Connecticut . 2 2 0 0 0 0 0 0 0 0 0 0 0 0 b 0 0 0 0 0 Delaware . 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 0 Florida . 1 1 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 Georgia . 4 2 2 1 0 0 0 1 1 1 6 3 3 0 1 ' 2 2 2 2 0 Illinois . 16 8 8 2 0 1 0 2 6 1 12 4 8 1 1 3 7 6 7 0 Indiana . 6 5 1 0 0 0 1 0 0 0 4 3 1 0 1 1 0 1 1 0 Iowa . 6 3 3 1 0 2 2 2 1 2 5 1 4 0 0 1 4 2 2 0 Kansas . 2 2 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 Kentucky . 7 2 5 1 1 2 2 4 3 3 4 3 1 0 0 1 0 1 0 0 Louisiana . 3 0 3 1 0 2 2 2 2 0 3 0 3 0 0 0 2 1 1 0 Maine . 2 2 0 6 0 0 0 0 0 0 3 3 0 0 0 0 0 0 0 0 Maryland . . 5 3 2 0 ! 0 1 2 2 2 5 3 2 0 0 2 2 2 2 0 Massachusetts . . . 6 3 3 0 0 2 1 3 2 0 7 3 4 0 0 2 2 3 4 0 Michigan . 7 4 3 0 0 1 0 2 1 0 7 4 3 0 0 1 2 2 1 0 Minnesota . 2 2 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 Mississippi . 4 3 1 0 0 0 1 1 0 1 4 2 2 1 0 1 1 1 1 0 Missouri . 11 7 4 1 0 2 1 3 3 2 9 3 6 0 0 3 6 3 4 0 Kobraska . 2 1 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 Nevada . 0 0 0 0 0, 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 New Hampshire. . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 New Jersey . 4 4 0 0 0 0 0 0 0 0 4 2 2 0 0 2 2 2 2 0 New York . 16 10 6 0 0 3 3 4 5 4 18 9 9 2 0 3 5, 4 5 0 North Carolina. . . 11 5 6 1 0 2 1 3 2 2 5 2 3 0 0 0 3 3 2 0 Ohio . 12 7 5 0 0 1 0 4 2 0 12 5 7 0 0 4 6 5 5 0 Oregon . 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 Panusylvania _ 15 9 6 0 0 2 1 5 5 1 12 8 4 0 0 4 2 2 3 0 Rhode Island .... 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 South Carolina .. 3 1 2 1 0 0 1 0 1 0 2 1 1 0 0 0 1 1 1 0 Tennessee . 12 7 5 0 1 1 3 3 5 3 4 2 2 0 0 1 2 1 1 0 Texas . 3 1 2 1 0 0 0 1 0 1 4 4 0 0 0 0 0 0 0 0 Vermont . 1 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 Virginia . 4 3 1 0 0 0 1 0 0 0 7 2 5 0 0 2 5 1 2 0 West Virginia... 1 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 Wisconsin . 5 4 1 0 0 0 1 1 0 0 6 5 1 1 0 0 0 0 0 0 Arizona . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Colorado . 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 0 Dakota . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Dist. of Columbia. 0 0 0 0 0 0 0 0 0 0 2 0 2 0 0 1 1 1 1 0 Idaho . 1 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 Montana . 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 1 1 0 New Mexico . 1 1 0 0 0 0 0 0 0 0 1 0 1 0 1 1 1 1 1 0 Utah . 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 o' 1 0 1 0 Washington . 1 1 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 0 0 0 Wyoming . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Foreign . 0 0 0 0 0 0 0 0 0 0 al 1 0 0 0 0 0 0 0 0 At Large . 13 8 5 0 0 3 2 2 3 2 22 12 10 0 0 8 8 5 8 0 Total . 205 iisj 87 13 5 28 30 49 50 29 190 94 96 5 4 46 76 53 0 a Japanese student. Table XV. — Statistics of lihraries for 1873; from replies to inquiries hy the United Slates Bureau of Education. Note. — For detailed statistics of other libraries, .see Report of the Coiniiiissioner of Education, 1872. [ - indicates no answer; x sisnilies an affirinatiou ; 0 8ij>nilics no or none.] STATISTICAL TABLES. 729 ui saninp.v jo ioqranj^ OOOOOOOOOOC^OOO OOOOOttOOOOCTOOO COOOOOlOO;OOOrHOOO ci* (?f cT rjT r-T cT fS cf irf 00* cf OCiOCiSOOOQ ooto-^ocoo Ci O CjjO 'of GO r-T ■po^uu •op ^i^iinuaB !^unoinv P 2 ^ ’S 2 o _PhS 'S s •ijunorav o o o o o o O O O ” CO 3 o o o © o 3 « •13 oooooooo o c 5^2 ll tc ^ 5 ^ l:: o O CO •ouiooat pnuaY 2 S3 a 72 •cfatioaiy o o o o o oooooooo oooooooo o o o o o o o o o o o o o o o g K s '^31 o o © o o bC S © -. cj ;:2 I §3 -3 B f'I’X a o a- a! S^qO -=! aS £ a ^ 3-a a - ■S|-S.20 2aoaSg2 =:a't:-g:5^ ^ ^ ^ I — ,yoogiDra o odccccHh^OPPW 1.5 (M t» ^ a «.2 > • o a'd <» a eta ^2 "3 I rb <1 ^‘.-S ;..2 >,>. >^2^ q a a jc I p ■£ p a'^ O © 1 ^ CO rt © a rt o ’3 O o 2 .S 2 >, 4^1111 -2=1 2^^ a I’ls ©op. a “ ^ g wi.Sb O « a Ci-i ® t; p2^ oaoa’ood OQ O -q P >-i (>i P >>i CO O O <1 73 ® ww ; rt a, o a , ■© a « 'o . . c a 2 o • o ^ <5 a C-<1 tr . „ ^ . >-r 2 ^-2 g § '~‘'2 ^ •a'SrSarga! w _op.3 r-.P.aP]3 .2 ’bcj” j r©[q q j o 'o©'qa®w©woEi “ H fcc ■cr’-^ S © b£ a ^ 2,a_aoaa3apaiH g SS^ap-iorto^ b P>^cocoPP^>^P!>^0 P •jaquinx Table XV. — Statistics of lihraries for 1873, cj-c. — Coutiuuocl. 730 REPOET OF THE COMMISSIONER OF EDUCATION. ni eanfniOA jo jaqranjq; O lO Ci O O t-T Cf t-h' i-T LO ’ 00 O r r-T lO Ci O O O O o o o o o o o CO Ot-HO0?O o ^ o — » o O Ci O CO o •]}9}VU ■op jSnBuauH ;unouiY ;i.2.2 o 3 3 2.2 -2.3 Co’C fcJD^ o & « 2 ft p ^ ft c o HH o-g •!}uiioniY o o o o o •aniooui xcnunY o o o o o o TT 00 O o o o o o •(^uUOaiY o o o o lo'io' c3 O © 'S "" o ^ 2 ■^2§ o o o o o CO © SB W|-:2 =3^ :•■§ i o : grg O Sr' 'rrt <^43 S fcC le :20 2- bco 9 © IS »jh <© P g'rl" "" M 3 * o fl Sb ^ ®'Tt S .CO §-3 s ® 3 3^-3 ®B - '(3 2 " 03 ® g-g g a" 03 o ^OO H O •pepanoj notrA\ 1-1 00 CO I-H CO 00 o t-OCOOOCO coco GO 00 00 GO CO 00 GOOD ’C5 • CO O i> GO ' CD 00 S,2 t>-. . M >j ^ _ ft > o -209 X ft.® .9 •5 ®-s O ® c3 osft O i- ■ , -o' §.03 §■©1 a fl & ft I 2ft q fl O < S © 03 .. CO CO (D c« ce fts^ -*5 o' o'" a3B cn 03 ce o o pQpqw 05 CD 05 eg 0 O Oft 03 03 o o o n 2 Mpqpqpqft (k ■ © g =3 -1 '0 0 CO 05 I's 11 :p. 1 <1 ;§ 3 2 05 ■ S & ^ a i ^ •S 2 -1. >5 0 S , ;-.5 ft |=g © ! >2® rs f® ® ft '3-44 ® >i M2 ft CM S CSI-I rrtft CS ftOMHOPn © 9“ ^5-3 sgf :§S agS ® 0 s 'bfiO § s® S ..3 hs st^^M w « t? § §0 § O ® 2 kS^S ® ®ft •jequm^ propriation. STATISTICAL TABLES. 731 O 00 o i-* o r- CO \ « cT ' lO o o > o i.- o ' CO o ri-Hi-rcf lO o cr. o o o cfo*' O Oi o o o o o o o o o o O lO r I-T r-T o' f. 0 • 0 0 0 • CO 000 0 0 1 i ® 0 00 >0 • 0 0 ' ' 0 ; Town- appropri¬ ation. Town tax and appropriation. Municipal ap¬ propriation. Municipal ai)- propriation. 0 Tow'n-taxatiou . . Town and county tax. Municipal ap¬ pro p r i a tion and State-tax. Town-tax . 0 Town-appropria¬ tion. 0 Town-api)ropria- tion. Town-appropria¬ tion. _ 0 0 Municipal tax and appropriation. State- appropria¬ tion. 0 Municipal ap¬ propriation. 0 Town appropria¬ tion. 0 0 0 ; 0 0 0 i.O 0 0 0 0 10 (7^ CO r-T 0 300 1,250 2, 581 100 0 150 0 1,300 300 0 0 2, 215 • c5, 000; 0 1.50 ' 0 200 0 0 0 • 0 0 00 0 0000 0 0 GO 10 CO C5 CO 0 100 6 0 5, 800 60 0 005 0 0 * 00 00 CO • Q LO 0 t- 0 10 tH ! 0 14, 000 0 0 0 0 0 0 5, 000 0 500 0 1,500 100 0 78, 000 600 0 0 0 • 00 00 0 • CO • 0 0 0 0 0 iO o' oi 0 P=3 ^ 0 go 0 03 .2§ •2 Is 1 Pg<1 pin o . CJ (© GO 00 « W H bo .2 o:::^ cS <1Ph a a . H § ©.tn ^ O •5 Hi o a W o Wh "S :<_, .a g^§°a -a 2 a s 02 >ahqpq5 ^ I-:; ^ p ro P p a^pp « O o y aoP5H= 5 bS rt a .gp pa >-.^ p p pp 9h '3 •-Ib^ 9 23 - Sp'-- - pPm al-ga ;P ap ® -I 9 p ^ o o <1H >; P O ■ P >; 03 ‘rS 9^ i s s pai 2 aa&p-s 3 P^ap"^ o o “ H a ^ 3 &B ^ g p 'g P- o s o ^ 00 05 o inio ^ ^ iO CO 00 o o t-» l> t- I'- t- 00 Table XV. — Statistics of libraries for 1873, ^-c.— Continued. 732 REPORT OF THE COMMISSIONER OF EDUCATION. •Aj'Bjqii ui eanirqoA jo .leqran^ O O O 00 o O O CO O O 00 ooocnOQO oo O O O O lO o OOm'OOrH coo CO CM 00 O ' •po^-Ba -op i}.trnocaY in p ft pH ® & o ei rt a s 2 a d <1 ^-2 ® vtjj c-i O > gg.a at) O O ^ CQ Is:? o f <4h ^ CO c So <1Ph d.S a ^1-2 ohN a . W S “ a<| ^ ® a •papuvioj noTTAi o c- T-< Tft CO _ ^ rTfej 4* a o o otS'a L. ® o c o'« « S 2 a - a a a o : i ; » o o o o S S? >^N>^;a o af^aaaa'^o a'^.>5 itC H^^WWpqpaii^al [2; ^^f25fiico co co d -S .s.s.s ' .S a 3 a 3 0;ftOOOO !2i‘^-d'-d-43'd' . ®, c3 a c3 iS aa yio a a a _fccj _a _a _a _a 'S i+S 'w 'o 'o 'o 3 ^3333 PtHOOOOO : .'b ‘ c •C42 03 - g ”3 0)*'^ •a >-.3*^ §^r?.S ^ ^ >j >5^ 3 _i 3 ^ aagrt3[33.2 3 33^333 §« g kI3;?3|^5| I *5 d2|do'3^'2 a NsiNiiil’i • 'Ch ® ) a ©3 ® ® l>^3l^>^M!2i3d l^i c3 ^ •S a ®3 S3 o3 73 2 i=t ^ ft gid3-2 :d o o Hi ®.S3 a © ft-a^ a a 8l g >-.h a g 33 a5 '3 ao -•aHa a •S rt'fcJD "33 ® ^ s- !d3 s cj5 illll'llH sIIIIIjII •joqnmjs[ 00 00 oo 00 00 GO 00 00 00 OiCiCiCiOi Cl Public Library and Ee; STATISTICAL TABLES. 733 COO 00 o O O CO o o o (MO O Ct OOOOOOOOOCi - *-)OOOOOOGO < O O O O 00 O CO . CO o Ci r-t O ooooooooo CO CO i-< o 1 o o o o CJ o o o o o t- O O O O (M O fto o ce (b cTo o' o o o o o Sf-r >; a § 'g Bf® III ot>l OT'o o-f o a rOo S cS pLnP^ ' s ' a : a :.tS - ^Wra 8 2 dv-5 Im’o I ® 1 a a Ira O g a a bi . a o'::; ^ ,i - '6^< MOP M OM 3 > 0.2 "fa ® §S i HO ® 1 ® 2 2.2 a .1^ 0^ 'Q O p I d • • • :PW -I II 5 i^ilSoo® ® i.loga^a PcHraSar oa>*^; - ^32® ajMo'a.-S'i^iaoa : ■ g gra-a g “ra3<^ a : ’*^45 tc® ® go . g ® . ®.2 g s S 8 2 2.2 ’2®2o oOmoj^PoP m ImPPP :o«? 3 ’ o iCiJ OH o ora m : >-.a) ;.p g ® aH ■4; : a a 2 ^ h?' W? s ■ § H ' oj^SH 2 : 0.2 j'S •a ■ a fcc-^l S d • —I o . CC P nOOQCO GOCOOO 00 J-GO CiOGOO'MiXOOJO’ CO O LO rM ».0 00 LO t- J - - GOOOCX)COOOOOl'-COGOQO QOCOaJODGOOO O 0.2 OOO 05 of^ a aaJ '2'2> 9 i S 'o'o a OPN ® § .2 o| ® RPP 'o'o HH a a a a 'o'o :p ii II pp ■ p a'^ P a' a o a a a h-( }— i , r-. faPfaP"^ g M rnd-rn-'-IpPcO ®tf^ o' o'P rt'^ ^ - ,,^§Sj5l.sg^ rH-a fli a a ■: a g a . a- - - a g g i?2 .3 'ro’cc' ;oc)oo,2 a so o! a ^ I ; P p' p' P P '=:gSg«i£gg§g,#3^; rtra ^ ^ 'ic'&ti tfP o Q o ® o 0^:3 o o-g » ^r. .pHraa3oo®a_r^r^ .... b» -a o a >. PPOOPH a a Wrr. O O O 2 .2 .2 .2 S a a rO .a a: .a a ^ o aS'a'aP'S'S g g g g-g a2 ®aaa-r-r__. . . d . . o :§'^ i-.a o i£2 <( g 'Ha! a.a O’a P-? ■ X !> ® S<1P'i2 g| ap II. .iSg O a^i PPP b= pp g 'o a §3 3 b .32 P I g a o hS a ■a'* a .2 '® ' aaj 3 S CC bl • rt 5 ||P s 'p 5 3g5 a;2§p<^,^ a 3cy I o a ;r3|r9 g^P ! a 22 •^pP, a O o'S^ 2 CiH a ^ Ilia CO 9 O d O a S 3 II a : l&ka C3 a :-c a CO x3 a; H p c .2 a B a ba ® S-a ^ i^P'a 5 .^i|<10P ^p o 2l^81fp ^ *r: u 3rd r=! ^ vV-o H ^ aj o o a a: .3 j, ■ BBB ® a 3 a 2 55P 2 2 5 22:2 g “H §P 2 2pr 2. b 2 2.2 2 o 2 ;; £P'2 ,r; o£:2 a o a OPPPPP t'* 00 00. 10 CO c"- CO a Annually appropriated. b Also iusurance on $10, 000. c The library is temporarily deposited with the public library, d Annual college-appropriation. Table 'XV. —Statistics of libraries for 1873, ^ c. — Continued. 734 EEPOET OF THE COMMISSIONEE OF EDUCATION. •AjtJiqn p4 .p4f4p^p4 Pi* . QQ dd ddddd d^ddd d o oooo •sqaoAi. opipao -pg JO saranpA jo jaqtnnj^ •gaSenSiiTJi pjao -uo ui gocanpA jo jaqnin^ o o o o o o o o t" M (qujnaaijooo) ‘gaSBnguBX aoadojna; a.ia -pom gi gaoinpA jo jaq mu^ o o ■ o o cc •gaS^nSaux otggtjp jaara -UB nt garanpA jo jaqra’n^ lO o o o o O O O CO o •aggnSoB]; qgqSaa; ut joti saranpA j6 aaqranj^ O O O O CO o LO o lo o •0^ prmgg-imag ‘[cnmiv o o • o 0< O (U o o o • o o •iCiqjUOj^ rco ci o o trt) T-M o o o •Aiqaa^ O O 00 O CO o '^u^a OTTCl^Oi-i-VO •gpoipoijacl ngpjo^q lO O O CO 0>00rti.^oci0 0 •gpo •Tpouad nT;apamY O O O O LO o •ejajqdraB,! •gqooa 'gpx^<3:ni«j; •gqooa •gjapdmBj; •gqoog; •gjaiqdragj •gqooa •Ajujqij ui gjduogua'cra jo jaqranj^ o o o o o o •Aiujqit UT gjapjdmtjd jo jaqnxnjq o o o . o o • (>J '5 • n • « - ►>. cS 1-^ >; flj to t>5 U O S-i ga « - ® ^ to S i=> ft-J a1 O ^ ■ • • .2 ■ i.2 i.S-Srt o •K ■ '-*5 'c '3 43 o o >-.<3 .2 a 0'S : § g S'o .00*0 • CQ 0 ' <© r - g^<1 ■ ^■'44^ 3 2.2cm a 135 Hr5‘5 g ;:p-b.|32;3;3 a S-'o^'a £ * S £•- ^ b=l ia3l=3a saa?3.2 „:2^, a •jaqnm^ STATISTICAL TABLES. 735 ^ Q =<3 ' 0 0 17 0 (M CM 0 rH IQ rH 0 0 iQ rH 0 0 0 rH 0 Oi 0 CO 0 0 (M 0 (M (MOCOrMiQrHOOOO rH rH 00 iQ 0 IQ iQ CO rH (M CM 0 t- 0 00 TT 0 0^ CO 0 0 iQ 0 COTf*COCiOUrH^rH IQ -H CO 0 0 CO 0 rH CM 0 CD 0 rH 0 0 0 ot t- 0 0 rHOtH^rHOCMO 0 gJ 0 iQ CM 0 0 (M 0 0 ■ t- CO 0 00 IQ CO 00 0 COO rH » 1— t T— 1 Tt< tQ IQ CO 0 1 0 0 CD 0 CM 1 0 (M 0 CO CO 00 CO IQ 0 0 QC 0 ^ rH t- (M rH CM ^ rH iQ Oi 00 CM t- 0 0 — < CO CO rH GO 0 CO IQ iQ rfi IQ 0^ 0 tH 0 '•H 0 iQ 0 (M rH (M IQ rr coo iQ CO GO t- CO 0 0 55 cN 0 0 CM 0 0 (M 1 IQ 0 0 0 TT 200 0 . IQ 0 00 CM 0 § CM 0 rH 10 1, 000 0 700 0 CO 0 rH 0 IQ Oil 0 0 i> 800 0 300 0 0 CO 0 0 0 • 0 • CO 11 125 0 rH 0 ^ 0 •M CM 0 0 0 0 00 0 0000 tH 0 0 0 0 CQ 0 0 00 0 0 0 0 0 0 .000 • 10 0 0 • CO 0 0 0 . 0 0 • 0 0 • 0 rH*' • 1-H • CO 319 300 1, 500 0 ®§ CO 0 00 0 iQ iQ 0 0 0 0 § CO brary Association . . . . _ . _ _ _ 1 m"v . s Cbristian Associa- } i > H-= ’S c a > i (- )loi;ical Library . laydn Library . ts Historical Society . ibrarv _ _ > la 1 c ■; > > d .2 d ^ : ; : i : 1 :| 1 : « 1 t^'c 1 ! 1 > ~i > 1 H a. 1 Library . ry . nv _ _ ■i > •5 > > .s *2 & 1 3 .s 1 r< ; > > 2 d > 5 a 2 a _o 1 i: L ^ > ■a l| ;.d fl .2 .2 *3 0 03 OQ r2 M ^^S'S ^ t4 ^ .g£=S o ^ •Sag S> Cj-J s'P<;3 oil ftp I oTS o ^ • -^ 5® ® - a ® ^ 4^ - c3 M ' . ^- '--j m fer-- _ 0,0 'S c 2 ffj tc o r- 'd ro 5 -H ® ” -3 -R o ® . o ® ;> a 03 •■- >-. “J ^ ® I 2 si's I 0:2 geo So d i g 2 i&^- St-, hr® -a i « a g ®d pj ! > 3.2^3 g i ^ ® o a 5 oPhm rt» 10 CO CO ^;:-g-g.a^dd ^td mill a allll dW33;2iWdp^wpL^p^p^ d oSdd,®d-|,2^ ;;5d d f|;2^^;2ge ' - 45 d d "o d d _^.d ^ tf o-t^osaadaot, Ph -.d & Q'SdS^d'Ji^,^ ociaogcsar-ciaJrt.-S ddPHH<1dd'^ddMdO » 1^ fH >i S C3d 53 3|sa S I CO 10 CO GO C Table XV. — Statistics of libraries for 1873, ifc. — Coutiiiued. 736 REPORT OF THE COMMISSIONER OF EDUCATION. I 'jJaBaqix -9oa0j9j8j; JO Sai^^^pojio cici cioioi Ca' cics3c3 03 p4 p4 d d d ^ ^ ^ d d ^ ^ p> ^ d dddd dd ddd d ddd do d •sqjojv oqpa9 -108 JO earatqoA jo jgqranj^ 0 3 0 0 O O O O O O CO rl O •eo.otjnSatq -TJO UT 8oniuxoA JO jgqainj^ (qujuontjuoo) ‘soSimSacx nxjddojnjj u.i9 -X)oui ni eaninioA JO jaqranj^ •S93TjnSuVX 0ISSB[0 JUOTO -uw at sooinxoA jo joquinx; •9SunSni3x qsi|Sna ni jon sooinxoA jo jequin^ o o o O lO 70 o ro o o •0^ *tuunnu-iai9S ^t^gaav J> • O O •Axqjuon m irt o o — I 00 •^R89Ai ^ lO O O O rH m T •AT«a •sxBOTpoTjgcl nSi9J0^ O Irt O O d •exBO -ipoTjad u^oijomy 1 Cl O O C5 lO O 01 -O to O C"5 •sx9xqdraT31 3 ^ =3 g| S C5 .2? .1 gP ® op2 irO ® o (c ^121 ° ah o g CS : g’9'P-2 S o^.^P 'S^ s®' P cs‘: 5 ^ a o o c ® ® g 9 sppp.p gp^^ I <1 c'g tog gp*ri.2 E? ■g'c3..a.2-^ 2 pd og? p « 17"^. a p " - iis a g|| ^ s |.;s|-S i § ® I p'b2p|i-a§’i‘1 S 2.0 I s |3'|-5 u ^; p 12; p t) !?5 <1 <1 o p M P cc 3q P 3 W H 3 ® P •joqninx t>- r- r- i STATISTICAL TABLES. 737 47 E a Books aucl pamphlets. h Volumes. c Includes the libraries of the Linoiiian and Brothers’ Societies, of the Sheffield Scientific School, and of the divinity-, law-, and medical schools. d Total increase, American and foreign, purchased and donated. Table XV. — SlatisHcs of libraries for 1873, iS'C. — Continued. 738 REPOET OF THE COMMISSIONER OF EDUCATION. •n0I!^09n00 OlTldBjg -onq,in. at saraupA jo •COST -a 'Y o.iojoq pajnt.id S9nin{OA jo jo gran • bJCoor: ceA) O s ^ O’^ § So® P4 •t[onaij[ I •qspua: « •opipa -pa .10 ‘A'jBjam ‘aA'B.if) •aoipij ‘asojd ‘qsiioug; •axmaAnp •Ajtjjqn sjopBaa; A’q pasn 83[ooq _p jaqumu AiqaaAs. •x^j'Bjqn s-iapBSJ JO J9qcaan A'xqaaAi. oS^jjoay 'tiomJtnojp Apx99Ai: eSujOAY o o o c: o o o o O O O O : •pauppi oq o; paAioi; -p eqooq eqa9.A jo .laqranj^ (MCM (yi (TIC^! •ounj. xj p ;uo iiaquj aq ■»* oj paAvoqi? eqooq lo jaqumj^ I ^ o tc o b<1 “ "o 'o S-( ® 2a _ , 05 ^ M ^ S-2^ ® S 0.2 • S fee be i £ ® © aa 2 5 ® c p cs S o ^ j j— ' I Pi +^ •21 blbfi a a a >,1-1 ^ +-I g o 2 !>. ia g o 45 X 2 aaJ K2 > a H(h rt o : 1| : 2 § : 05 • b^b 2 t-'S p= S-p^ a ^ d O c3 O i(Mco'^.a®t-ooc:30 Odd-Fellows’ Library No. 3 . 1 0 ' - 1 Free .' STATISTICAL TABLES. 739 o o o o to o o o o O ‘OOOOOO *0 'O O O 0-0 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o I o o o o O ^ O O T o o o o O O LO cri O C”! Cl CM ^ CN <7^ < CM (M t-1 1-1 rH rH r-H tH cm T-. (M ^ a ; “ I n - p o i+H ':3 ^ ^ ^ ^ c •?--2 E-^ « 3 a ^ ci =: o R .O C =i c a s' ■ v' H 3 ® = s ^ ro ^ •J ® of Cy ^ C3 CO •S 5 Or:; ce a o , rt is-lt ; cS ® ® 3 ) S’o ; ?3” ‘ .o §2^ 50:3 a . ^ 3.2 § ® go ' CM ‘ O O s . 3 . ^ ^ p o q ^illE Eh •I -S 5 q q s o o‘^ ; m g .2 8 n C S Q f^<1 S ® CO ^ GO 02 ^ o o;> ^ c; o ^ ^ i-1 q M ^ O O o O o o q • o ^ o o ® « ® C) O © C2 O ^ C2 .2 So II ="1 bO ! o qu ^ s O 40 _ o o ©'S'! g a .2^1-^ c-la^ 75 §‘5 r- P o ® ro p-^ ."P ^ ^ a Hi 'x ^ ^ U ®-^ ® ®'c a ^ §3 ® ^ c 23 9-Ms .S ® ^ ^ $Zl a ^ -^O'^^qqio.Tq'tqdc .. ® 2 3 ^ g ^ .® p : g 6 P © ^ ! r® ; ‘oodood ’©odd .^©©©©©©^©©©© © p g“'- © ^ © © © © © © cotSdo 2 g CC M ; c5 Sc3 03 ;oc2pH222l3co!S[q;q^I Ppa3 O O C> • 00 c» c:^ : • lO o 00 1 Cl) aj XXX o o o o o o o o o o ooooooooooooo o o o o 1 o o o o o 00 o t- o 00 o Ci o O >; pMs •3 ■3 ^ hJ rtH p'^3 9 6|t.= g ^ O 3 O'^ coHoS P S 31 7J _ _ ® 3 > ^3;| o p p 1-1 P 'cc t>2 ip b>. ®|“3 g3 o3 3 p W.2 g o ®3 j- rq w ^ IH O ri r-^ r • 5 I SSS^sig^gi r- r:iK®-r'Pj3_OrPj=<5 p 13 2- ccW >. ® >;; 3 S' - 3 ^’p3'^f33'^3'^ w 3^-3''g3'^3i3 >3 hi,3i3 ® o t^233p;-2p:3p:p: gpi - “ « P P; P! .2 tt.® p 2 -2 ■R* u c3 o o o r- =t' (<1Ph 2P3 .22 hO Ph l2 HPh 0*0 1^ 00 C^ O — t 3; § O 1 . CO o •OOSI ‘a 'V ojojaq | painT.icl soratqo.v jo .loqraiiKj; 1 o o o o o o • o o CO o o 1-1 • Sets of pat- euts. •qonaij o o o o o o o j O 1 o o o ‘O •qsTjT.ia; U o o o o o o O O O 1 o o o o •eajBjg pojtnji 1 1 C5 1-1 o 1 o o o tH o ^ r-l 1-1 O 1-H rH O Percentage of books borrowed. •opijna -IDS 10 ‘AiB.tajq ‘OABif) I ^ CM Hco 1-1 CO CO O lO CM C: Cl lO ^ m o CM CC •noijoij ‘osoid ‘qsi[.t5’aa; 1 ® 1 « • 00 I ^ O Hico lO CO CO o lO O CO CO o o LO •9[IlI9Anp ■ c? • CO lO CM 01 o 1 •Ajujqp 4u s.iopBOJ Aq pasn sqooq JO aaqranii AppoM oS^ay QO o o • o • o ;cM o • • cm' • rH •A.iujqii jB e.TopBO.i JO jaqraau ’A{5[90av oSbjoay iO ■ • 1 1 o o CM ■ o • o I ■ o • o i ■nOTJBpiO.ip AxJ[09.A 9§BJ9AY O ■ »o c^ • CM o o • lO lO o CM O rH CM o CO CO S 05 Ol •p9ntB:^9.i 9q oj poAiOf qt? s5[ooq eqooAi ;o aoqraujq o OiCOG^CO CM (M CM CM 1^«(M (M CM (M HUS (M •oraij B JB jno noqBj oq oa poAiopB sqooq jo .loqranjq \ i-l t-H T-i CM t-H t— I C7i 1-1 CO t-H CM (M (H CO a Ot r-T •s.iaAiOJJoq ,10 BiapBoi ur paiuibai eSv w 14 14 • c M o o • O • 1—1 O j Conditions on which use of library is granted. Eesidence in town . Free to all citizens . Payment of dues . Aree xo xeacners in piioiio schools and pupils in high and grammar-schools, and to citizens over 21 years of age. Payment of dues . . . Written agreement for care of books or deposit of money. Payment of $1 . Ownership of stock or $3 per annum. Stockhold’s having 5 shares, free ; others, $3 per annum. Payment of dues . qBiipiA -ipni lod uoTjdiioeqne XBunny H O • O j o I ^ • O o o CO O • o • CM ■ 00 T 10 00 50 3 00 O O O O CO CM •89IXTUIBJ OJ pnojxo sjqStj ^siaqiiosqng © o X ■ O X X X i ^ •eioqiiosqns jo loqranjq; © eo o . o O r lO • 1—1 < C5 CM O 997 250 •jboA oqj §UT.mp AiBiq -ij Snisn snosied jo lequinyx Q(0 M 237 2, 000 700 600 3, 000 1,000 a70 1,196 250 •AiBjqix-uoijdiJoequs lo eai^ CO Free. Free. Free. Free. Sub . Free. Sub - Free. Sub . Free. . 1 Sub. Sub. Sub . Sub . •jqgin JB Saisojo jo inou 1 ® CO g: 00 o:) oo o • • • 00 O 00 • o • • ' » tH • • . O O 05 •sABpqoq pnB sABjinng no undo n CO OOOO 'O oo • ooo X I o o • 6 a c3 H 'i o Fay Library . Public Library . A own ijiorary . American Antiquarian Society. . . . Ladies’ Library . T-:!^ - - • > a ^ 3 ? = bl = J 'o 2 O i d 2 3 ^ H Ladies’ Library Association . Public School Library . State Library . Ladies’ Library Association . . . City Library . Academy of Science . i > u C3 (-> a a Public Library . Apprentices’ Library . a d OJ o > h4 a cd V u a rt 1 00 *s i f-1 '1 Newark Library Association . Dennis Library . r-i (M CO l— CO CO CO CO CO CO CO STATISTICAL TABLES. 741 a Faniilies. h No limit. c The library is temporarily depositeil with the public library. 'J’able XY—Sfalistics of libraries for 1873, Coutinued. 742 REPORT OF THE COMMISSIONER OF EDUCATION. •iionoonoo oiqdBJ® -oqqtq ui samiqoA jo jeqranjq i 1 ^ ^ ! ■ • • 0 *11^ i .0 • 0 1 • . (7^ •OOST 'a 'Y 9 iqT3q ya4.aT.uI tJaariqoA 40 .laqraujq ! 0 0 ■ 0 000000 0 00 T^O -o ' 0 0 *0 00 *0 •qsi4T.ia w B5 1 0 000 I 0 0 • ooo 0 0 00 |0 ' 0 0 • 0 •sajBjg pajtnji 52 0 0 0 0 0 0 ;tHOO tH 0 r-lO*'^ 1 • 0 *0 •og;i4na -lOS .10 ‘A.IB.TOJTX ‘OAB-If) 5 1 " ; 0 • 0 1 • 0 • • 0 GO • • 0 . ■ CO 0 ' • 0 : i S I ^ •norjoq ‘asoid ‘qsqgng; © 1 ° ^ ■ ^ • 0 • LO ‘ • 0 01 • 10 • 0 ' » 10 ■ i> • » 0 0 • 0 •oiiaaAujp j g 20 15 1 ^ IC 0 0 0 OS ' 0 0 • 0 CO 0 • •x?.TiT.iqi[ e-iaycai /Cq pasn sqooqio.iaqrauu .'k^pyaaM 00 i ^ 0 tJh . • . 10 • 0 • • • • 00 • lO • ' ' • d ■ t-H • •A.U3.iqq 4TJ saapea.! JO .laqmuu A'pjaa^v 9.op,raAY • ‘ 0 0 • ifO • • • 00 • • • * Gi • • 500 13 . •uorjupiaaio A'pjaa/A a.oi5a;aAY § : • 0 • 0 ! ^ •paappai oq 04 paAiO[ qiT sqooq sqaoAv jo aaquin^ 0 ' "iJ' O? rH CO • G ■j* Oi • (Oi G^ • d d d 0 •auiTj TT jB 4U0 uaquj aq 04 paAiO[[U’ sqooq jo .laqtanjq CT rHT^rH ; C rH I-H 0 r-i 1 ic tH CM CO •sja.Ao.uoq .10 sjcapua.i nx pajuiba.i 9.0 y M 0 • c ^ 0 CN • . • • 0 *0 Conditious on wbicli use of libraiy is granted. Payment of subscription . . Uor use of stockbolders on annual payment of $1 a share. For use of members . Aiemuersnip . Payment of subscription . . For use of school _ 1 ! > 1 1 . , • For use of members of Co¬ lumbia Atbenmum. Subscrip t’n or membership. For use of State-officers . . . Prepayment of subscription Good behavior. . Citizenship . For employes in P.-O. i)ep. qnnptA I -ipai .lod noT4di.iosqiis junnuY ! O' 0 ^ ■ 2 00 5 00 5 00 3 00 2 00 .5 00 2 00 ,0 ; 0 •saqicuBj 04 puajxa S4XT.0T.1 (kiaquasqng © X ; X i . 0 • ■ 0 0 X • 1 J 0 0 • • •sjaqiaosqns jo .loquiuj^ Si ! M ! 1 0 10 70 60 200 673 29 0 300 1,200 0 0 MBaA oq4 SuLinp A'an.iq -14 gatsu saosjad jo aequiu^ 100 300 ■ 0 0 ■ . 0 00 • . 0 • . * I 0 1^0 • ^ * t 1 0 00 • Oi - t 1 xrf ocT ' ' ‘ .000 • 0 1'- 0 ’ •A.iB.uiq-uoijdTJOsqng .to oajji; 37 Sub. Sub. : IrT . . : ! ! ^ pp! ; 3 3i . GOJ ; Sub. Sub. Free and sub. Free Sub. . Free Sub. Free Free •jqgia JB .gtitsop JO Jiiojj © i M 1 GO 0 , ■ c f 0 6 6 8 • 0 . 0 •sABpqoiT poB s.Cupang no nadQ M 0 0 0 ' c z> 0 > 0 00 ; 0 < 0 0 X j — OOO 6 2 i i 1 Union Library Company of Up¬ per Meriou. AVarreu Libiary Association . Westtown Boardino; School . pi I 1 w c * <3j ; ; ■ 1 i 1;: <1 uqfi M br.t p a ^ B 1'£ 0 0 C >5 • ^ ' ! = It;- S-S 0 5 hr 00 ill i' 3 gM' itO -0 L® a . 3 "p ?“ -Phcc( 1 awcatucK Library Association .. Medical Society of South Carolina. Athensenm Library . Galveston Mercantile Library . Bowden Literary Society . State Library . Madison Institute . . State A syri cultural Society . State Library . j-uuuj; iu«ji 8 jeLssociauon . Public School Library . Racine College Library . Post-Office Department . r-l CO cocococococococo tH (“ItHtH rHrHr-lr- 4rHT-HT*-» r-l ?— t THrHrHTHr-lTHrHrH •aoqniujsi; [ STATISTICAL TABLES. 743 ^ c O amt §oS =12 -s a -3 a g a = ^ I ”IqI Orta ©'^03 q ^ P2 3 “ o| o -a p -5 £ 0 0 0 0 0 CO 0 X) 40 Free Sub. ! 0 ■ 9 0 000 0 0 000 a; a o uJ a o Oh^ g 0.2 -a cc ^3:§i O Table XV. — Statistics of libraries for 1873, ^-c. — Coutiuued. 744 EEPORT OF THE COMMISSIONER OF EDUCATION. Rem-aiivs. Sk i> Specialty, novels. Specialty, Ameri¬ can history. Specialty, public documeuts. •uot; -■Bj^stainipB JO jeoo x^nuiiB b?jox H CO • o • o C5 • X) • O izo O ■ O O • O • O ‘ O LO • LO ‘ CO • r-( ?— i *0? • ^ o . o • . o o o CO (7? • O 5 • O O CO • lO t • o o 1 1—1 1 1 1— 1 cT •s^jfoidnia ao sju'BJSTssb jo joquinj^ © t-H CO (71 1 tH (7« ^ joojd-o-ig “uipxing; © X O O O O O X O O O X X O O ' O O * O O O iSntpiinq sjt uavo AjBjqq soo(j C» O X O X X 0X00 ; X o o ooooooox —JO XOB JO uos -■BOj; Aq uoxjBXBj ox xoofqns jon sj cs 1825 1866 1853 1868 1864 • • . . 1 . • 1 1 1 1 * • 00 • < • * » « •noijBXBj x^dio -lumn JO ojBjg oj jooCqns AjBjqiq^ © © O X * o o • o o o o o O OOO ioooo Catalogues, ‘sdeut ‘sj9xq~A »— 2*2 o .2 .2 .2 .2 S;q ;ooo5', >:3 ^ ^3 I |;3.a on ci o rH oi CO ^ o o !'*• GO o cT SSSi^COWCOCO CO COCOCOCOTJ1 t(^COTt*iiO'Ot'-QO^O»— 'OiCO^»-OCOi tH '!?* • 4, 200 400 900 10 14, OOO ’i,'500 0 o o . o o • in o • •sg.topinia ao s;uBqsissB jo aaquiuj^ g I O ^ 05 Oi r-< C5 O CM O CO Gl -CM j joojcI-9.ip; SaTp[ing; Si •00X0 := : 000000X0000 'X ^Sapp|Uiq s:jT uAio Aj:BjqT[ S90q; 00 c X o o o o o o o XXOXXOOO -0X00 — JO q.9B JO uos I -'B9J Aq noijBX’Bj oj iosfqns joir ej ?s 18G6 1 847 18(')7 1 865 . . •notjBXBj xedio -raiua ao 9jnig o; ^oofqus Ajcjqiq; o o I o OOO OOOO 'OOOOO O 1 o Catalogues. •o:y ‘sdnoi ‘sjeiqcIniBd jQ X • o J OOO 0X0 • 1 O X O X O X • •pessbqo JO joofqag cs XXX • i ^ i XXXX jooox XXX •sjoafqns orjgqnqd^Y w X • o O X X o ■ X X X XO ; X X : i ;x i •sjoqjnn Aq ‘oi^aqnqdtY X X o o 0X0 XX ‘O - xxoxxxxx qduoenm!]^ H ox ‘0X0X0 ’O OX X-O XXOXXXO ‘XX •pa|nT.Tj © © oxxxxxooxx xxxxooxcoxxxxx •98Bqojnd joj 8J[Ooq 9!^T3iitniou O!^ p9^iAat 9a'B sa;9AiOJj:oq piiB’sa;9pi39ji .I'ogjg 02 C5 f> .73 CO o O o? ;2Soo ■Sod;dS-g".|d3'd Oi 2 rt iS’g.d d d c3 CO O O c 5-1 O O <^ppqpqM^HWM '^1 cS ;S52 <1 >3 S 2 rtrO d O d j2 ,, g §.2^ a-M 2 al'g Id § <1hPPHMpb5 >:[>,“ P- o d^p _ s +3 a o' a ■dddcSdj'ffi.SP’Pa rOP/P'i^^^-'fnOH-laQ O.-d d||333p||5l||| 1?'g.2P pgP ® d d.2.2 slg^ag^ag^algg g;2;Pt>HPM^t>HWPPPPxx o xoo o 0000000 X O O 'OOOOOO oox 000 o O X o o < 0 0X0 • o o o O O X X « O t X O X X o ox '0X0 X X O O X X 00 X O X o ® r^r CQ 5 a d ■ s o o q'l' W >5 -S $ § a .2 a fi5 -^1 •3 a o o fBO f2-b£ o ^ pqmI^ li a « i; ■ll.. |o^ 205 a ci a ^.22 c >-. ® cd .21-4,3 2 2 a 3 a a >; ® ~ p^,->o-S P : at" § %P O ofa ■3^ o'3 ^ hRPP ^ sM: £•2-^. §^§1 OP; OT is a << :aa2 3^(£.2l a-rl I y j-[ a h o 05 ;.::^ f 00 o iSp 3 ^a -- aiais... -a 1154 1- =‘=•2 s s-ap = 1 3-Pt! I 2 g'-la^ OOPmnPPP <1P’P "3 ^ ’o a 9 ft J-d o -Z o ttaPq ti.T. >,05 a: .j a'i. a =<3 -d S 3 o 0: ij . *=ia £ a ft "a: 'a ft o oP -5 • .a a ^a ^ 00 a a -.- -g -r- : a aca"'^ c^P.aP^ 1.2:2^‘'*Pf^-9 ® a' ^ P r ic yi WP -a 9 c2 a Pj S*^ E a®2®2-^'3 2^^ a ^3og^-gopp-a;3fa^2 » 3 a ft^a^^^Tv^'S ■ P 5P ^ ».0 O GO O O ' 0 0 0 0 0 0—1 tH r-t r-l tH iH rH Cl ; D — * Cl rc Tt< lit 0 CO o M (M Cl Cl Cl d Cl Cl Cl d a The library is temporarily deposited with the public library. b A building is now being constructed which, with the ground, will cost |400,000 ; |285,000 have been subscribed. Table X\ .—Statistics of libraries for 1873 — Continued. 748 REPORT OF THE COMMISSIONER OP EDUCATION. CO piij 1 o Secret’ y of library- comniittee is, ex officio, chairman. Specialty, boobs on agricnltiwe. Specialty, law. Specialty, Govern- nieut-])i'iblications. Snecialtv. nrol'es- sional works, ta¬ bles of refcr’co, (fee. Specialty, legisla¬ tive and executive history of U. S. Specialty, thoology(fc mental’ philosophy. ■™T4 -Bj^STuirapB JO jsoo lunauR l«Jox o o o o o o o O O O r-Tro' •s^Aoidrao JO rjuBjsiesB jo joqranjq © CO r-HC (MCOOtHO t-H 1-1 i joo jd-oxg Snip^iia; © © o OO xooox X O X j Snip{inq sji imo Ajujqq goo(j QC © O O 'OX • o o o —JO JOB JO nos -BOJ Aq noijBXBj oj jooCqns jou sj © 1868 •UOIJBXBJ JBdlO -timin JO ‘ojBjg OJ joofqns AjBjqiq; © © ! O O O O O O 1 o 1 1 o o Catalogues. •02y ‘sdBui ‘sjo^qdmBd jq L*l © X O O • X o • o X •possnp JO jooCqug © 1 O O O X ■ X o o 1 ; o •Bjoofqns oijoqBqdjY w X • ■ X X X o XX- o •SJoqjnB Aq ‘oijoqBqd^y § X xo xxoxo X X X •jdiJosnuBj^ O X O • X O X o O X X •pojuijj © © o oo xxxoo O X o o •esBqoJud joj sqooq ejBuiniou oj pojpvui ejB sjoAioJJoq puBSJopBog; © X X • xxoxo X o Chief librarian. How chosen. 00 R5 Executive com .... Governor . Directors . Board of education Trustees . . iPostmaster-General Secretary Treasury Bishop of Colorado Name. c p c: a c i h: Miss M. A. Mayers . W. W. Field, secretary . 0. M. Conover . Edwin Upson . 1). W. Emerson . J no. J. Elmciidorf, S, T. D John Meigs . J. E. Hilff.nrd _ 1 "ci p f i ^ i 1 1 9 ' p 1 1 1 ^ > 9 ! ^ ) x John Ij. Joronio _ _ _ |C ig ! = Eev. Kichard Harding . . 02 > S i "S 9 • o CS f? s •M ® asr;;i_] S c C 0.2H >^0,9 o S^.2 fl 9 H §h3 ® ^ o .S .If >-“ g £ s|-?l •Jeqranj^ STATISTICAL TABLES. 749 MEMORANDA. Name. Location. Kemarks. Hcgstenberg Library . Young Men’s Christian Associa¬ tion Library. Mechanics’ Association Library . . . Dorchester Antiquarian and His¬ torical Society Library. Town Library . . Eoxbnry Mechanics’ Institute Li¬ brary. Dow &. Co.’s Library . Young Men’s Chrikian Associa¬ tion Library. Mercantile Library . Town Library . . . . Edgeworth Eemale Seminary Li¬ brary. Athenaeum, A^icultural, and Me¬ chanics’ Institute Library. St. Benedict’s Academic Library . . . Slatersville Library . Chicago, HI . Louisville, Ky . Gardiner, Me . Boston, Mass . Boston, Mass . Boston, Mass . Lawrence, Mass . Middleboro’, Mass . Pittsfield, Mass . Woburn, Mass . Greensboro’, N. C . Lancaster, Pa . St. Mary’s, Pa . Slatersville, R. I . Houston Lyceum Library Houston, Tex See Free Theological Library, (identi¬ cal.) Merged in the Public Library of Ken¬ tucky. See Gardiner Public Library, (identi¬ cal.) Merged in Boston Public Library. Not in existence. Not in existence. Closed. Closed. Not in existence. Closed. Closed. See Linnsean Library, (identical.) Small and private. Identical with library at North Smith- field. Not in existence. 750 REPORT OF THE COMMISSIOJs'ER OF EDUCATION. .2 PI •8ac[aosutrBi\[ i •e:^9XqdTirBX)t>C5iOCOrtHC^OiOO^ t-hOOCOOlO coo— 'T-<^rHO(M»0 « - e _r 1-110 Tf c:> o It ga ■ I 3 2 0 0 S P ^ _ ^ _ _ I — ^ ^ ^ l-,M;3^<^O^0g^®002ro0pi be o 0 "CbJO a 3 « 2 f 2 ® 0 s< Wp fcjc0 0 o Sec 3 f~, .Oh ^P3 CO ® ” a ' ' • '03 'fl poocoo : • . : § g : § <(j^o''o'o''d'j 0 a a'^p ocS^ g g g 0J§ o § 0''g-§'^S'0 :s 'S'^o'So'S 3 so ^O^ |iPippj&ff|S-g5g-«3i S ^ .2 0 0 o o g .2 ® gllllllpplggl^g^^§ §§ III a ?3 rt.0 :02 IP a 0 ® o 'Is 0«2 & s' 0 I S ® g 0 "2 >2 0 S I ! ^ |ail3a&&i ^11 ©.SS^poPPj^ogSogg ^co '2 ® ^ p ^ ""li!iMif|1iiiii-;liilili ®.2'0 o o fflrapPfC 0^2'® ®;cj f-i ■4Jr— O .■M'S PO o 5i -*p> 1_3 0 a o as ^ rO •J9qcanj^ STATISTICAL TABLES. 751 o O'!* OOO OOO O o OCO O • « ■ 1 * 1 • 1 CM * Tt* O • l^ • tH • 1 o o o© o o • O O O d CM IC t- CO O O lO ip T-t O O O CM l^ (M lO T-l o 42 OO o o o o 00 o * CD 1— lOCOt^OfO » tH O O ^ (M O O • co" id o€ id I (M • ^ O fM O O 1-H CO rH CO CO O 05 o • ^ CO S ; CO (M iH rH m 00 1-1 CO C5 CD O? O O O O O O CM r-l rH CM ,o 2 ok 02 “^1 a;| g ^ : =3 5.0 c3 fe .9 _- ai O a ®- ' cS a: >1 >: E; aWW ' - s S MaJra ® O 2 ■> ■> o •2s« ®.2.2r, c®aa®oooo pqpEL^^3t^^Hqq^?; «=aaa ^.^.33?’S S'^ O 0.3 g WiM-patV o ""3>3o2.33'3 .0 ag -I si O 9 rSrzlXirS .g^l:il&& 3P.3 2ffla5gaSi3-®»p®q ^ iSl 1-2.2 J §>11111'! '^1 s i N g a 3 s § I 9 3M:cMWqqf^ ppda^MSoaH ” t-:2a |q 3 C-® 95 « ® p' s ^ 03 q3 ci a ®'^ 3 ®3 s S;35p ^ 3 qs ® '3'^ P a . C3 r^.2 cu o g3 W<1 • .2 ' aa bB >-.0 t‘ ^ ■ a ® yi asS-ggiziaq 'ag qS::«c^® 2 a 2 a® a 2 5 a 3;.a "9 o '-B M ■■‘^ '^^'9) d < Pf® a o = ° ® a 2 • a a 9 C'® C-o a a S2 52® 3 ® £ S-r-= § § 3 £ qpoqq q r^q -9 =3 q S q k > rt i). r- ” 2>-^.2 >r -® a 7 ;q £-9- .qq a 2 « ® ^ 2 H ^Pqqqccd a Total increase, American and foreign, b Total increase ; by consolidation with the Charlesto-wn and Brighton Public Libraries, 26,000 volumes and 5,000 pamphlets are added. c About thirty volumes. Table XVI. — Statistics of increase in Uhraries for 1873, — Contimied. 752 KEPORT OF THE COMMISSIONER OF EDUCATION. •sijdTJOsna'BK i H •sqoog; © O *000 t t O O O <7? O O O O ^ 00 lO lO < o o o T-i o •s;9[qdniB? Cl^CiCC^ •s^axqdcaBj •sqoog; J> C5 O o o o O r-l o • O •s^a^qduiBj; ^ •sqooa onoc'5^C'?o^ot-*ooLO T-lr-^OC^COOO?OOG^COC©C^ >COCOO?>C^010C7JOOLOOIOt1hiO ^COOi.OOOLOO'^OCrsiOCOCClO '^THiOOU:>C^Or-ir7l'=T'aiCOT-HCOtH ^ rt CO SPQ !=i § h p p ^ ^ ^ ^ ^ u f-i ® CO CO f , rr, 2 - ^ c3 ® ■ ■ ^ <-> ^ ■ ■ ■ i o i| a-a| iS,-S|laSsaa •£ j'S O.S^^ a o i'S ^‘® ® .o H OrPAn snu-*:^ p O ^t>t>t>t> ^ ^ o p^ PUj PLj 0^02 CC 02 02 H P t> t> f> : J • pH O ' • j P-< 2 -e^t? -O^ C3® g.2 ^ ^ga2.2^3^PH.2H |- M ^ 1^ c3 Sa ® S ® a i &3 q N aS ^ ^ a a 5 ® ® <® o o . ■ ■ >3 ■ H >3 C3 S a3 3«^S --J f-l .rH '3-’ S..— S P P. O ^ I a:> P >5 I as ;A-^ d 5P a ^ScS a o : 5 s o .”&=|go.2f^§ . |hl2Haal§^>’ 2 MskJ a3£ooai STATISTICAL TABLES. 753 a In ten months. & Total increase, American and foreign. ‘ ^ c Yolumes. Table XVl. — Statistics of increase in libraries for 1873,. cj^c. — Continued. 7o4 KEPORT OF THE COMMISSIONER OF EDUCiiTION.. ■e!^(IuosnuHj\[ O O *000 O O O • • '■ o •S5[ooa •e5[ooa[ •s:^9tqdni'Bj •S3[002 •s:j0tqdTiiBj •S5[ooa *co o r- (7? O C5 rH o Ci O LO nn Oi'- ^ LO-C7) (Tfcf ' 4 Oi C5 (Tt O T > o r- CO ' < Ct CC tH O ' r ^ ^ __r p;i 00 oT ^ Scq;5;S. H c d'c o^P gP o 73 « p ©'oP'lHaj c /a^'o » §^P - -.d ^ ■ >~5 ^-5 P o.^ ^ a a poo ® o 3 pp pp pd O rt . . £ P^lt>^{>l>^.t>ll>^t>l>^ : JxiH o^ a, i o o •§S| O o O OPP .idbolP4d^.iilb4PptZ;3'P OOOOCOOOo t>l>^t>^>^>^>^>^t>^ bc§s£ § oooooooo^Koo !zjpp^^!zi!zi|2;ooPP o o o o o 0000§|||lo— s P 73 ^ -o ^ " ^'• O^O O cS ce csp pj pi SpiJ^OOnO § ^g'll.sl III t% c3 5'-SooOO'S|>Oc3r^ClPP'P OO o i-^.S .3.2.9 .2 ..2 0-0 a2H<1bboobooPPMcoccP >5 I ^ 2-5 :3|p O*^ 0 l|3 |il ^pp o !.oP ^ 11 p i ^-2 3 , r-i cQ ^ « .O p .2 h m |p ^ iP _ S ” b b'^ “ 0 b- § o <1 ri 0.o''^t2p3 ©•plP'^ g .2 :2 2 3 P fcr!>l O o o ® s -2 . T -o -2 o _ «3 02 .2 'C © «P 2®^b2 2 ® |^3>.£^|§|33'S HOPPP o ^ t;g 3a 3P M3 i b.^ i^a-^ opp g 00 . W t ri Vi,’ ._J ^ ^ ^ 2 to; CO 2 o • I SfS bi^'bPpP Jb ?p j c^pos-t (D cD^ <1^:;^^'’ l2|a3a'°a3|3'^a-i.o; ■iSt§2o~S^|a“=M^&5 ©a 5^2 .3 2 2'0 >.2 2 oa ©• ©§°p+2P3.ao.2 3.2aaa*^ o P <1^ ^ p p O O O 02 t>l 02 P : ■jQqurnj^ no o I- 00 C5 o — i 7^ :o T- u-s ; rf af* ii"; LO to lo LO 172 I Allet;lieny Pnblio .SuJiool Library . I ^Mlej STATISTICAL TABLES. (00 GO O CJ ?o CO lO lO CO CO -H Oi CD CD O 6o C5 m r: lo CJ 00® ® ® i 0 • . 0 0 ■ • • 0 • ^ '0 0 • • ■ • 'O 0 • 0 g 0 CO ' • 0 .‘ CO * o © o o =; Lo o o o o o in o o ■# — I © o CJ o o o oj ooo! r-oQooimOr-i o r-o oo©; O r-i C< (M fo ooo: o t- ^ o © o t-H O O M O O ■ t>i « i-n ■ • an 0-^ ® ^ . a ®d a ® Is ^<1 bpw ^ U :o*=« a • ^-L “ a ij -3 s H tijS a - wl'^.lafag's 0(=; - g.? a ® o © sp 2^ go p a • • ’ eS ■ P I ^ P cS ^ cio - P„-pp4-iSc3c3p - -- d ^ I a - -i“ a fiw Oj -' ^ • c3 ci g ^ ® t/A ^ a © 33 ■22=3 ® ^ Pi a© a^=s t-a s-g-gr^-Bp ®® 2,a’H .p 3 ^.2 ogs^-oj© 'O'© ^5® ^aBg©b3'^‘p^ i535 ^'3 "apartaaspoo laia c3t?Sc3e3cSc3c3i:^ Ph fL, fit fl| fl| P-l Ph (1( '<£ cS ^ ei ci 0 ci <£ 0 ®®®o®®®®® O'O'O.'O'O'O'O'O'O c3 p WW •g g'^HMH-;ap4P? g|Pp4p4p4.^--§ £6§||||'^g aPiP3l3, ao'ToPcocif^ pqfHMp^!2i!^PnP4 P4 : » +3iH p4p4^-o®>.>._g O > o B’aa<. a-w '2 2 2B2 ” 3 § § p^PLiPJ^O^P^P ; a . o . o 33 2 a® Sf>l a ® u O ^•• 2 =^-0 I tnfl ■ aa^- a ==la V:* fcl CO OJ c3 IM ^ ci (n =1a| .a ^ o --, ^ a ci a 3d i^J^ROMpp^ o'a: g S O C3 O 4-J . S'© -a 2 a ab^a ° fg -PS ftg f>- P o -do a >,g? '3 a ?i :2|l =3^ '3 s® all "S ® :s S » ©OP, ® ® 'O o acc r- • , PP— , 'o 55 :j : o jH . o -2 ■ loSp ^l=|a.a g apo ays® ' P O O-rH .'©H^ a tn a g ill« ©PhP; ° © ®-,j S P o o O ; -3 : >; ^ to t>; ^ § g a ® a ® .aa^©'' g-. ® -a © '^ • si I'l |i-1^| o I|.a £3 ’Sa,2g&aaa2aaart^®bt(oa.5J®-g-o53a3>‘^®®’^®© 2 j^a s|g g| ga g §© 2 §.2 § g sti i § 2 la g|| {xlH P:qPHMf^PlP^a3P^<1 I C5 O ^ OJ CO ' )OOQOX)CO CO.X OOOOOOCiDiOOOCi 00 c: o « Ci C5 O C_ _ _ rH 1-H 01 Oi Oi 01 f r- GO Ci O rH 01 CO -C’ o OOOt^— < — -Hr-) — Di :;i 01 01 01 01 oi oi a Total iucreasG, Amcricau aud foreigu. 300 were added by excbauge. Table XVI. — StatisUcs of increase in. libraries for 1873, — Couiimied. 756 REPORT OF THE COMMISSIONER OF EDUCATION. •s^duosnm’j^ •s^epqdcnu,! •e5[ooa •e!^8iqdc[i'Bj ■S3[ooa; •sjoiqdniBj; •S5[ooa; •s:^9^qdra;B(I •eq;ooa[ O O T-i in o in O « r- o o ii a H ii : « g : --g i i-nj a '® a bcr : r-aj'- ^csbc® k" ^ • 'rj « ci'i^as 3:3P O! |.g t*® lll^ aa g ® iJC •2 ■^- 3 ; Q a^a -Z ““S S p CO a “•S2 o g o| ^•”2 ' § a"® *n ^ ."S § J tj;3 n a P>-P §2® ©2jQ CPo -if ®p a -g a ® a a g §0 9 a I gl l-'i Sg5|Og a--M 2-^0 §j&3n 3§S' co^ a2co.PP •jaqtnnx CO ‘l^ 'X) 05 Ql Ci O rH CO CM 0^ CQ Oi Ol lOCOt^ OOOsOrHOiCO c^G^cococoro I Gi ( - GiC^Gl G!GiG2G^G?Gt a Total increase, American and foreign. Table XVI» — /Siatistics of increase in libraries for 1873, ^c.— Continued. Statistical tables. 757 Tablij] X'Vl— Statistics of increase in libraries for 1873, 4’C. — Coiiliimed. 758 REPORT OF THE COMMISSIONER OF EDUCATION. i ^'3 o s:3 9r[; Sniirip iCaaoca jo a9q;jo •a'eaA aqij Saianp spanj :juaai -jiiopaa JO snoijippY o o o o o o o o o INiS-K jsSSji o 5.2 1 ^'opnis::^ s*-£^'So®2i^ ,P^i;iiP5?roo2'5M'Sa5 "S C O rt C3^ O 3 c3 c^.cd cer^OOOOOOO O pq«OWPHCOa2<1fq Kpqpqpqpqpqpqpqpqppfq M o's 2" >’>(5 csl'o.” ^ ^ 9 Ph F-IF-I i.^^rtroootoodfna) ® „--’--^,^c3«s3rtc3tS ,cS O O O O O O >5 cag-^g^coooo — i^’t^icoiDatcoon! cirjasoooooo a ® a ^ >,>. _. - ^ ^ • ' cz? ^•*3 SSh^JnSS^II : i”SStg»|-„33b . „ fe 2 >='S;2'a^ a^ O o .a 2 o la g a a J'Sg;^ i^.2'd © ©P’S ® a-o ©^ |.2.2 . % tf §r.;3 ®-a o ^ a oQ^WibhPl^i r© 3<1 ^ o .5 I §s i| © -a ■a y, S' ;<1w +H >-.0 g' _ ' ' ; pg-e.®-a.o a^'-oo'Ss sa a a5'^ ©-^ g 2cLt5 a ® -i .S- i a © 'a ^.2 p p © b b ® o !|®^2^a§ggaa^a^. g^OPMW<«1WPQQhPh:i • hP , •joqniuj^ ' k'^ O i>* 00 O O 1 STATISTICAL TABLES. 759 O *00 • o o’ • • » o o • o • I o o o O ® Is o ■W o o o o o o O 00 o o o • o o o o o o o s m ^ rfi 3!} X ya ci n ‘ X X ® a MWMcq ro ^ a? • kS aa,-2 .agjl ^ &o c 5'^ i U2 'JJ X :y o5 S’’ oS ; r c - X ^ rt g C3 X ■ • X X kH X X III I III if 1 11 |lf I'll lillill iilfl Is SrtrSSirbiS^^glc ^.5^5^|^U S,® ^O - WOCPOOcDSHHlr-^H^^^izi^^l^; ^;^1^0PPPC?aja2ccMccMH ;i^|. "b :.S :Sf Pis X 1^3 iaa|i Or- fl 2 « 1^ nil. '3 ^ ® r- K- r-t a -g ® «' P-"" (h"^ a i-® ® , o rt 3 ® j a? o'.;:^ Ki CL ® OC! to CD r35®®0.r- o ’o o o o r-«(Ht-f- •S O C O -ir t> t> |> b» /=: r' P r'.M ; a 3 I i S-® •Sp <5 ^ .o A I'll i ' It J® 2 2^.23 ; pS'rt 555 S3 ® ; :PoPPccC5p; c3 o rs g ;H^ i ^ O I S « 1 ” ? 1 o r * fl Es i « cS ipi-1 2 S3 25 ® ■5 o- c3 $-^A P - .0 A o u'B n A o , 2, J J CD rC!* ® 1^ g R :S^|P^ ®| ^ Ss p ^ ® ® ® ® 3:2^ d n.2 I 3^1i S ? t, n, .a Fr, C3 32*-' -M o+J ^ ct-g ® 2 ® <1 •v-sp ® ® 2^ c^ O .5* X R R p^s rt 5b 'S : o o OJ^ ca ^2;.b! s'^ gP CD ^§.tg^§5333 .3-2 l:-pp rt ® o 111 P . ^ -g &.g&*3;-i llllsl ^ ^ rC3 Qj a 3 -R ® > X X C £3 ^ g o o .S o p^‘ : ill' '■'BA '■A.^ ■•b .2 : ® o IS.2§S ;ir-3SR 3-r ® ^ f^ll O Z) 2^ X X (D 0‘rH O 9 9 9-^ o c 01000 «ooo? ■ 1-- r- 1'* i- i- i*- Table XVI. — Statistics of increase in libraries for 1873, — Coutiniied. 760 REPORT OF THE COMMISSIONER OF EDUCATION. j TO m <1 m S' ft eq'). SaLinp Aaaora jo sijjiS’aaq^jo lO o ■j^aA aq'j gniJtip spunj^nam -Aiopaa JO snoTjippY ;d " ^ ® • ■ ^.s.a.2^'6 o = 3 S o g s 3 e Cti c3 O! .a c o -.-5 4.3 43) 43 M CZJ C/2 l-D i/2 O! M -SO! «4-i io ;£>L .>40 -= hi ft.^ P- l3>. ■ S -g l_^ O rS «! ::3 4i 3 4i ^ hi C/2 ^ C/2 P.1 0 'S M ft g : : :d : : -s ■; h :l : : ia ?£Q ■ g '3 ' :‘i :|a.-2 ' S ^ O . ■§ ;■ >, £ ^ ce a ^ “ PI SjS&l^s^a =« a 2^.2 £ o ••S ^ ■pS OT o _ h 3 « CP y >.;j 'i th ;§ 2 § a ® S W 3 ^ 3 3 .oi 3 g t; 8? S ® s S a;S SoSOk^op c/2!21Moo1^ C/2l-5irl^WhhlPH •J I •jaqranx ' lO CO GO ^ OOOi OJ COC* CC STATISTICAL TABLES. 761 a Volumes. b Total endo’' Tablk XVI. — Statistics of increase in lihrarlcs for 1873, tfc. — Coiitimiecl. 762 REPORT OF THE COMMISSIONER OF EDUCATION. 9q; SaTJtip Agaoni jo syiS j;gq;o o o o a •jeg.C gqi. Snunp epanj-!^ugta -Aiopug JO guoi^ppY h s « .8 o a 2 co'o A § > bft. . .s ^ 0) ^ a « C J O ci ce espLjP^;:^ 7.VUg-S2;3 u o ^ i; iS f2 _c5 .2 .2 .2 .2 .-2 2 a S S cS rt 'o’®® p4h '1 g”'^ I-' H go i! a o f2PP § §.S 3 o ® ■s 16:1.2 ?o >.® § >=6 rt 'oj a s ® S’ld 2.2 2 1-5 aW ‘a 2 [2 ^ 2 O a , to ® n ® .-.•a o'g 2 ®’+2 ysssst rS'a a ■2 ^ 4:: o >2 a c3 '2 2 Q ^0^3,1. ■p. KE K t~ ^ o a- S o a s >-ih >hN II /2 : 3p pa an 2® o ® - & a| ® a rP "S •2 4^1 2s C3 Mp4 •jgqiuu^ 11. 1 STATISTICAL TABLES Ct Ql Ql Cl Cl d Cl Cl Cl Cl Cl Cl Cl Cl ® r2 B s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 REPORT OF THE COMMISSIONER OF Table XVII. — Part 1— Statistics of viuseums of Name of proprietor. Location. Curators. Wesleyan University. Sheffield Scientific School metallurgic and miner- alogic collection. Yale College Peabody Mu- ' seum. C Prof. Daniel C. Eaton’s ? I Herbarium. 5 Illinois Museum of Natural History. University of Notre Dame. Griswold College . Middletown, Conn. . . New Haven, Conn. ....do . (Prof. Wm. North < Rice. ( G. Brown Goode ‘I 1850 Iowa State University .... Tabor College . f Amherst College, cabi- i nets of natural history, (including the Hitc'h- I cock lohnological Mu- | <{ seum, the Shepard Cabi- ^ net, the Adams Zoolog¬ ical Cabinet, and the Gilbert Museum of Ind¬ ian Relics.) f Boston Society of Natu- ( ral History. f Harvard College, Gray’s ) ( Herbarium. > < Museum of Comparative ) I Zoology. 3 Berkshire Athenaeum . Peabody Academy of Sci¬ ence. Williams College . University of Michigan . . . (New Hampshire Philo- 1 < mathic and Antiquari- > I an Society. ) Dartmouth College . < NewTorkStateMuseum ) ( of Natural History. 3 - do . Normal, HI . Notre Dame, Ind . Griswold, Iowa... Iowa City, Iowa . . Tabor, Iowa . Prof. J. G. Brush, A. M. Prof. 0. C. Marsh, A. M. Prof. Daniel C. Eaton. 1856 S. A. Eorbes . 1858 C Prof. Joseph C. > 1848 ) Carrier. 3 Prof. D. S. Sheldon .. 1861 Prof. Chas. A. White, Prof. J. E. Todd . 1869 Amherst, Mass , Boston, Mass . Prof. Edward) Hitchcock. 3 Alpheus Hyatt . 1821 Cambridge, Mass. . . . — do . . . . Pittsfield, Mass . Salem, Mass . Prof. A. Gray . Alex. Agassiz. E. G. Hubbel . . 1863 1859 1871 1868 William stown, Mass. Ann Arbor, Mich — Prof. Sanborn Ten¬ ney. Contoocook, N. H - Hanover, N. H . H. A. Eellows Prof. C. H. Hitch¬ cock, Ph. D. Alban V, N. Y. . . James Hall 1838 1859 1840 1843 STATISTICAL TABLES. 1873, /rowi replies to inquiries hy the United States Bureau of Education. 0 signifies no or none.J 765 Income. ■$1, 850 100 1, 050 56, 200 150 14, 461 1,455 1,215 130 18, 532 10, 500 25, OOU 125, 000 500 12. 500 Source. Endowment . , . Donations . Total for past year. Total for last five years-. Personal State- appropria¬ tions. Endowment . . . j Donations _ Members’ fees. J Admission fees'] Total for past ] year. | Endowment .... Endowment - .. State- appropri- tiou. . Donations . J Total for last year D niversity-funds Donations . > Members’ fees 3 Subscriptions . . . State-grants -1 Expenditures. $1, 525 150 175 100 1, 950 56, 200 3, 000 100 150 1,000 150 150 150] 300 5, 775 2, 043 2,718 17, 190 1, 000 36, 000 55, 000 Purpose. Salaries and wages. For vertebrates For bottles, &c ... Alcohol, &o' . > Total for last year. Total for past five years. Not stated . For wages ....... 7 For plants . > Tot’l for five years ) All purposes . . . . > For bottles, &c . . 5 For specimens For vertebrates . I For.other animals j For bottles, alco¬ hol, &c. For building and repairs. Salaries and wages. Collections . Building and re¬ pairs. Total for past year. All purposes .... Salaries and wages. Collections . Vertebrates , Madison University ........ School of Mines, Columbia College. Viissar College . . . Buffaft), N. T . University of Eocbester . . . Ohio Wesleyan University. < Academy of Natural Sci- ? i ences of Philadelphia. > .The W agner Free Institute of Science. Brown University . Cutting’s Museum . Middlebnry College . State Cabinet and Museiim of Natural History. University of Wisconsin . [United States Depart- J ment of Agriculture, i Agricultural and Eco- t nomic Museum. .United States Department of Agric altu re, Herbarium. United States National Mu¬ seum, Smithsonian Insti¬ tution. ANATOMIC MUSEUMS. Medical School of Tale Col¬ lege. Army Medical Museum . - . . Harvard College Museum of Comparative Anatomy. Harvard College, Warren Anatomical Museum. Vassar College, Anatomical Cabinet. College of Physicians and Surgeons of Syracuse University. Medical School State of South Carolina. Hamilton, N. T . New York, N.T.. _ Poughkeepsie, N. Y : Rochester, N. Y . Delaware, Ohio . Philadelphia, Pa . ....do . :.. Providence, R. I. Lunenburg, Vt . Middlebury,- Yt Montpelier, Vt- Madison, Wis . . Washington, D. C 0 . i..do . ....do . . New Haven, Conn Washington, D. C Cambridge, Mass . — do . Poughkeepsie, N. Y. Syracuse, N. Y Charleston, S. C. R. Grote. Prof. L. M. Osborn. . . Prof. I. S. Newbery . . Prof. James Orton, A. M. Prof. Henry A. Ward, A. M. ( Prof. Edward T. ) { Nelson, A. M., > i Ph. D. ) Standing committees Wm. Wagner, LL. D. , president. J. W. P. Jenks’ f Dr. Hiram A. Cut- ? ( ting, owner. 3 Henry M. Seeley — Hiram A. Cutting, A. M., M. D. Prof. Rolaud Irving Townsend Glover . . . Geo. Yasey, botanist . Prof. Spencer F. Baird. 1861 1868 1866 1864 1859 1812 1855 1871 1852 1854 1850 1864 1869 1846 Asst. Sur^ Otis, U. S Geo. A. A. Prof. J. B. S. Jack- son, M. D. Prof. Adelia C. Ave¬ ry, M. D. Prof. Wm. T. Plant, M. D. Prof. Geo. E. Tres- cot, M. D. 1864 1872 1832 Paartial. STATISTICAL TABLES. 767 natural history for 1873, ^’C.— Continued. Income. Expenditures. Employ6s. Visitors. Anaount. Source. Amount. Purpose. a rO fi B 1 1 11 Titles. General. O J o . OQ OC sl ca 6 4^* fcCCQ r2 Special scientists.. $1, 500 (Members’ fees.l < donations, and i lectures. ' Subscriptions . . . $1, 470 Collections . | Scientific man ... 1 W Oman v 2,000 2, 000 Curators, (unp’d) ) 600 College-funds . . . 600 Collections . 0 800 4 000 400 1, 500 2, 875 841 1, 870 b 3, 000 150 50 50 Endowments.. J 400 1, 500 2, 500 6, 168 Collections . f Casts . J Buildings and re- f pairs. (. ( Librarian, jani- \ t tor, &c. 3 1 1 1 Curator of min-l • eralogy. i Cur a t'o r of all j other. -J Janitor . . . Members’ fees, j Admission-fees > Special funds*. . ) b Donations . <[ 8,.000 c c 1,000 1,200 8G 250 Salaries an di wages. Glass cases . } 1 1 Scientific man .... Owner . ) Donations . > Legacies ' . ) Bottles, alcohol, | &c. J Collections . . Woman . 300 150 10 200 State-grant .•»... 200 Curator . 1 (Curator 5, 000 200 12 4, 500 1,000 f United States ? 1 appropriat’n. 5 - do . 3, 000 1,500 200 Collections . ^ Casts of fruit . . . J Plants . 3 2 1 Scientific men . Women . ^ 50, 000 Messenger . ) 1- 50 37 ■38 39 40 ...j 42 43 Mr. Wagner. c Very many. 768 KEPORT OF THE COMMISSIONER' OF EDUCATION. Table XVII. — Part 2. — Statistics of museums of 22 Names. ■Wesleyan University . Herbarium of Prof. Daniel C. Eaton. University of Notre Dame. . . . Tabor College . Amberst College . : Boston Society Natural History Harvard College, Gray’s Her¬ barium. Williams College . . University of Michigan d . New Hampshire Philomathic and Antiquarian.- Society’s Museum. New York State Mu-sexim of Natural History. Buffalo Society Natural Sciences School of Mines, Columbia Col’ge Ohio Wesleyan University - - Academy of Natural Sciences- of Philadelphia. The’ Wagner Free Institute of Science, e Brown University . Uncounted Cutting’s Museum Middlebury College . . . . State Cabinet and Museum of Natural History. United States Department of Agriculture, Agi-icultural and Economic Museum. United States Department of Agriculture^ Herbarium. V ertebrates. 1, 330 116 2.50 770 282 2, 600 159 - 700 16, 387 550 'ios 2, 450 2,612 1,462 480 27, 000 A large number 79 220 314 190 350 /I, 000 Articulates. 223 700 120 1,770 287 1, 890 912 5, 000 3, 650 330 505 1, 408 6, 212 A large number Uncounted •. . . . 200 1, -500 665 1, 500 Mollusks. 7, 045 438 a6, 000 Many. 454 3, 054 2, 800 14,161 80, 560 2, 848 8, 000 Many. 1, 012 ’”538 87, 905 9, 510 21, 500 5, 500 76, 479. 250, 000 Uncounted ... 375 1,920 200 MoUus'coids. ’ 145 83 43 900 750 43 1, 200 12 With mollusks. 10 202 400 5, 154 3,735 With mollusks, Uncounted a These belong to the Shepard collection, which includes, besides, 2,000 species of fossils, 5,000 geo¬ logic specimens and 239 meteorites. Fifteen thousand of the 25,000 mineral specimens belong to the Shepard collection. ' , b Not classified. ' 0 Ichnolitea. STATISTICAL TABLES. 769 ’natural history, cfc. — Continued. ANIMALS. PLANTS. MINERALS. Echinoderms. Coelenterates. Protozoans. Phanerogams. Cryptogams. Species. QQ § a i a. QQ ^ o|S||.2'S § .2 i ^ 2 3 0-83 ro S O .2 Siii.l’g C3 Ph I •J9qtati_i^ \ Table XVIII. — Part 1. — Statisfics of museums of art, — Continued. STATISTICAL TABLES. •jeqranj^ o' .2 ® hS ^ g o 8 2 f.S 8 •gj.o;onj^sni piiiJ sjossajojd jo -ox | a a a a; c ^ e a .2-8 rt u p^c3 a 3 “.2 ©’c3 a a. ^ a a a d o o a . ■S.s3| •JUoA !^eT3X SJCO -^isiA JO joquinjq; 1= ^ -S.2 iSa .d's ^ 2 o a.2 S g 2S8 _ro a o g o .y®. t£a ® ro o a 2.2 -2 2.5 ^ S g^.2 •a ® a g a ® 800 p.§ g Pko a 4^ a a <1 ^ ^ ^8 3^ ^§8 Ph H S2; M O ® P^O 3 58 33 ® o<^ 'S ^ § H 8>.'3 |sl 1^1 «a>^ o a ^ .2^ g Ph c5 SpP:.2® ■ .118^ ■ gl|.2 < Sa a o 2 o o .2 a ' 5 8E.S^ ., o S a 3; (>-. 8 a .>5 ii •85 ax -qa:}a pau eSniABiSna; P Oi o CO a p m ® 6 m GO CJ C5 to •ja^'BAi pxi5 Ro ut sSmc^ared a 3 ® 2 .f 3" ce ftp-1 •3=3 . i|l| g awo op 0-3 ^ oO 03'n®fei^^ S o ^-0 O 0 ^ >3 o: g 835 ga ^p |i brj3 p ® ’ ^ rt o ” ^ O P.P o a p M fac>jg.a <^-0 ?:< Pro iyii||l}Si}l|lili|ili p o5.g3 S go-ss o^-g a a a Including Tosti collection. h Di Cesnola. c See engravings. d Lately founded ; has no collection yet. Table XVIII. — Part 2. — Statistics of museums of art and archceology — Continued. STATISTICAL TABLES, 773 'o:y ‘80i!}inl)T|a« nui^diCSg; •soipi uuipnj •eotp.! uuipui ucoixaoiy •S9I';T80T.m0 esanL’diif" pai? 9S9inqo •sau^^sad^x •saotjx •earan^soQ •euod^aAA poB joniju JO snarapadg •gmjuijd pai? Snt -pnp JO siianiiaads a’jB^ •sjdLiosnaBni pajBKiTairixii Taele XIX. — Si ati sites of iliisiitiitions for the deaf and dtimh for 1873; from replies io inquiries hy the Uniied States llureau of Edueation. 114. REPOET OF THE COMMISSIONER OF EDUCATION. ■ea:;nni jo jeqTtraj^ CO CM tH ■'S' O iH 'CMCOCM •S8:)nni-iraas jo OOOt-IOi-hCSOOO (iH(Mr-IOO'-l(MTHO •joqninu lu^ox ir; irt C3 CO ■q' o o CO 00 ri CO th o co i 2a i -I ^«3S3 4^ ^ C i-1 gpH ^ i^.a • 35 ' ' aT-ed ‘ I_j rej ^ — -r-i to . 3i CO ,« . •-shjOfRS^Hl-ol-s^MW^CC SP) ®w 33 fcc^tsj oC > >'r3 ^Hp:i bjPnrt^'"' .— a 9 a 33^- ^ ? o « ■ ^ , o ® g v.g s g oqPmPP^HoqShH O 00 O O LO i- lO “ cstart .a-r-(3^s^u, c3- _o T-Hco^^oa>r-j'^ ot^ (MOOl^OOlOOt-iO^CC't-iO I'-O 00 00 CO 00 CO 00 GO 00 00 GO 00 GO GO 00 GO OO <1 a . 33|3|.gS rt ^ r-H -iJ ^ ® »> 33^34 j; o cs .5 C5 cS rt HPOP^O^-^ rq •. a M I^W5 ®5'o -saJp-r; § --cs'^ ? o a'P! cfg o' ao-SoQiJ1 go JN s ® ;2-33 2 a ® 1 o ;P - '30 2 ■a'5 I a ■ H I a t» i3|2S ilS|l c?i^ o 3? 5 1^223 ^ (D ?P O ’ ti o g g 5'3-g'S i®ll pl ® g 5p 'o£ra .3 a. : al . a a :PP ^ cS c3 5? =« ® ® 5 P^ 2^ o'p'''a S o o ® o 3) aP o a a a §2 §5 a3 a Pa i— 3 q PPP o oP lp ::d ” 30 c; ^30 35 1i|2l oSlfe . f3 c3 Q 5| a §5-1 ‘t ®Q« =3 c 07 <^,0 =:q^ p ^ o: c 2 c3-r3 P 07 ti rt 'S ^ a ^ 3 .3 afT ®P i<1^0M .2 a ■*■' a a a a apHHM ■5 ^ >-. a 'a 'w 3£j a a 3 3 ® a cc h-P ® § o 5 2 (Zj g , M. a "■ ■ a a5 ® p 13-Im d o- a ® a' § a.2.S. ipos^: •j;9qmn_ti loirs-fia'ot^oooo' ! O* CM CM (M STATISTICAL TABLES 775 t CO iH CO <1'e ^ S3 >> <1 cO 3 A $' ^ ori isllsllp 2 fi ^OS'I o!^’Kt> J IhI :i^ -0 0)00 00 2 g-Ei^i’S ^- oo pp ^ . Jl “"i S ® cS cE"-'^ oE JziPcicoPPuP o o o PP °S A'g'^ g CO 7^ s ‘S § ^ ” O 2 “ c3 03 -M Vh •a a 2 .a'-'E ® goa^P r-‘S g^’a ;S^i a| 3 «-Sp-s 2- a la !.i ® a .a a . ill Pc.# O-mP &^o PI p2 a 13=2 O CQ 23 3aJ ® a a Cm a 'C. O O-Ai. oP . i o g -2 o a a ® cP 3=2 O pp e-a 776 REPORT OF THE COMMISSIONER OF EDUCATION. •oirKjTpnadxg; 34 $15, 000 15, 200 35, 000 77, 391 15, 509 73, 000 75, 986 29, 750 o . O i-( O *0 CO o » o O O *0 Ci • tH 22, 645 37, 500 16, 000 14, 000 38, 100 » • • • ^ 1 . 1 1 CD •araooui 33 O O O LO 0 0 0^5 o o o o exf-^ 00 — n nt~ 13, 000 70, 000 77, 156 29, 885 16, 600 20, 280 20, 000 25, 000 10, 000 31,715 37, 500 16, 000 15, 000 38, 100 _ O • (M o • o O 1 rH ■ CD CQ • rH I •uoi^^'Biadojdd.u-a^u^^g {Bnany 32 OOO OOOOO OOO OOOOO OOO OOOOO CO tjT ^ cc' o' 00*“ 00“ o' r-lrsco — ^!S 17, 780 d40, 000 25, 000 10, 000 e 37, 500: 16, 000 15, 000 /17, 250 C O IQ O • CQ O CQ r-T *8pnnojS puB sSaiptuiq JO 31 $40, 500 60, 000 275, 000 250, 000 40, 000 250, 000 550, 000 170, 000 31, 000 100, 000 250, 000 150, 000 12,000 100, 000 300, 000 100, 000 50, 000 140, 000 18, ooo: 12, ooo 1 46, 000 •uoijnjTjsm ilq pon^o pnBi JO eWoB jo jgqmnj^ 30 Tt< HIC40 O CO rH O r-l O O O CD tH O T-4 tH •^0(7? • LQ 1-1 rH ' 1 rH TH TH CD 00 rH C5 tQ C « r-1 •uotpajtjsnT qjm pajoannoo sSnjp[m’q jb jaqmtijj Si IQ CO O CD rr T-( CO O 00 CD CTi O CO CO Oi CO ^ t-C^OGOOOOT-HC^CDOLOCit-CM 00CDC:rHiQCDt-l'-Tjil>O^G^ •oxBuiax I 13 O’^co?oiQ-^*^LO CO CM CO tH CO 0*1 Di O Qt T-H CO •9IBK 12 iCDCSCDCOrpCO dCOODt^*^ 1—1 rH rH OOOCMi>CDOOCOt^THO •iQCOC^ ’'^COO CMCOOthcMOO 'tH CO : Number of in¬ mates at date of last report. •IBJOX It OOlOOiO 0 i-* lO 0^ • CD O O CD d • ci CO th GO CD IQ CD i> 1 CD CD 1-1 CO • 00 t^tQOO ^LQ iCDCOCOi— I'M »IQ •aXBuiax 10 i-< CO O ^ C5 CO OQ . CO O • CO lO r-1 TJI . i rH 1— i 1 COOCOCOf-CD •CDi>OT-Ji-l .t-H COOICO (MCM 'CMTHt^rHr-l tCO •9XBIXL © 1 O Oi 00 ■ i- lO Ci GO • (M CO CO CO CO 00 tQ • tH r-l T-l • IQ GO (M CO O *-H • O O CD . •^COiQ (MCO.'TTMCD . (M • rH > • 'CM • r-t o O • • ci lo • • • in •Oi d • in (M » • r-i rH • rH » » in : e : : O 00 O O O CO Cl O O O CO o o o o t-- o o o o o o o o o o o o o o o o o o lO O o' Tf 00 in iri o o' irf od 00 o • o o o o • o o o o • o o o o o o - o o o o o o o o o o o o o o o o o o in *000 CO • o o • 00 00 d o CO o o o o o o o CO in m rH o rH tH rH in o o 00 in o rH <0 0^10 i^t'-eot-c^ooc5Ci^OC^^C:CC)lO’^CO ooT-icorico> o a ci 7 S 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 §18 000 §18, 000 §15, 000 §18, 000 §0 30 25 8 1 X X 0 1 18, 175 18, 175 18, 202 §13, 583 16, 000 97 40 13 5 X X X X X 70 2 50 000 27 000 50, 000 30, 000 30, 000 2, 000 79 32 a29 0 300 3 11, CSO 11, 080 11, 000 11, 000 11, 000 0 136 44 8 4 X X X 1, 300 4 20, 000 20, 000 20, 000 20, 000 20, 000 0 450 66 15 0 300 5 39 307 39. 307 38, 482 31, 270 &39, 307 0 469 101 27 5 6 18, COO 18, 000 18, 000 24, 000 24, 000 0 295 93 32 11 X X X X X 7 8, COO 8, 000 8, 000 8, 000 52 30 lO' 2 X X X 50 8 20, 924 16, 924 17, 554 , 15,648 16, 000 160 299 59 19 7 0 X 477 9 c50, 000 8, 000 10, 000 c50, 000 0 32 24 4 1 X X X 100 10 30, 000 14, 500 21, 200 14, 200 12, 500 1, 700 132 51 10 5 X X 125 11 dl03, 238 44, 302 elOl, 479 41, 112 30, 000 13, 799 842 180 55 33 X X X X X 1, 000 i 12 /45, 179 /44, 978 /46, 598 /30, 752 37, 500 /354 /157 /41 13 3, 500 3, 500 3, 500 4, 000 a20, 000 0 22 15 2 1 X 50 14 7, 500 6, 000 (/lO, 000 155 19 9 2 X X X 172 21, 000 21, 000 0 322 93 27 25 X X 300 16 41, 000 40, 962 233 145 32 2 X X 500 1 17 83, 844 53, 512 82, 784 54, 045 37, 214 20, 611 1,065 185 , 53 9 X X X X X 300 18 40, 000 40, 000 40, 000 40, 000 0 126 65 9 4 X X X son 19 d91, 371 91, 371 91, 371 31, 371 91, 371 0 762 97 30 4 X X X X 1 200 20 1 2, 000 7 7 1 0 i 01 73, 886 72, 443 71, 499 70, 043 33, 500 8, 840 803 194 74 39 X X X X X 700 22 /lO, 000 /14 /2 fl 9a 16, 000 12, 000 11, 600 10, 000 9, 500 6, 500 132 38 6 3 X X X X 968 24 12, 000 12, 000 12, 000 12, 000 12, 000 0 160 30 3 2 X . - . . X X X 250 25 041,541 a39, 774 a41, 453 a39, 201 a40, 000 0 198 40 5 3 X X 1, 500 26 25, 000 25, 000 19 13 2 1 X 1 KR 9.7 31, 087 30, 004 31, 154 19, 870 30, 004 1, 082 199 59 19 1 X .... X X X u 1 e Including expenditures for construction. /From Report of the Commissioner of Education, 1872. g In State-warrants. A Under control of State-hoard of education. Table XXI. — Statistics of orj)lio,n-asylums for 1873 ; from replies to inquiries ly the United States Bureau of Eduealion. 780 REPORT OF THE COMMISSIONER OF EDUCATION. .S.2 'o'o ^ o o © S o o .pj cc tc ci oo ^ a c rt ce4:3 pppt^ o i a o §o 3 ” 5 ci o 2 S "o o c o PPP 2 © 0^0 C -g o © ^ 4 a ca HP 2 &X) -!3 a ci r-' ci .3 a4i > gp oH O 0_ro''(0 (£4^4^ ^ ^40^ ©oOpaan®©SS'=^® '^“'oEa^^o'oSS'o® CPS®P>t>Sgoo^a PPPhPPPPPliPwPPP,P p p a a' pSsS: - -3 2 P P 'S ? ^ ci a H H ^ Wfa-aalSasS^-i^*?” -l-5C?2CCq3f>or;Ooa?’“:®2 .2 ®PP ci op o ci^PPpH a p ci ci P P o o 4i04= ,4J4J„0-U Ci o O C0^*X0T-il:>-Ol^»0O'5f?C5f^C0:0C0t^'^ lOlO OOOOGOCOOOOOQOOOaOOOQOCJOQOOOQUOOOOXf 10000 •UOTIUJ -odaoQui joa'BOi T5< CO CO O cocotccocoi^ 00 00 OO 00 GO 00 :;::::! ::::::: ! i I i i i i i : i I i I'q'q'q’q ! 1 lOOOO^ ; : : : good ddddd ::::::; ; o' o' o' ’ . © © © © O q q g Pof^PP o 0,9 -aaa pdpRfl ; : i : : ; i 44 O © « ©"o bCfcCbX) q'© gcqB.3-3-3 ®ss ill g If S3 W Pi ^ W ^ 1—^ 3332S '^RPP bC fcC bXl 5^ btp - - 4- - . ,OOOOpp q _q q _q a a^arPrP r— > I — > I — > I— p O '-'w '-W WV ' (C®tC®C05o©©©©©.r.r^_^^^_„ ^^:^:^:^;^OOOOOOh<1PPRP^<5 W - M 6 d d d d'o'S^te paRPa’q c bCbCtJCbCtJDbCq ffl a > f> >0 ® a cl; Qjj cu ^ . , 2 o o o o o c:) .2 rP > -i: -rj 02 s • o >.p •2 a «3 a ch q © ® f^<^r Sa*^ 3 aP p Q q q ■SO'® ^ ® S PO :o p © ■J r|ll -^•2 ^•P’S; sQ © tct2", 3^CqaeW9^?|s«-a'B 3 aj © PO ® o p Ptd q'S P o 3©cqo^q^®®WPoP® ;^©I^'2®P/2'P pR ° iq q+=|^•■3^2®"^^®-PP3^5 ^ (l^ S S H W P M l^i O O Izi t^a^ re ® 2 p - a a p^^ q >; C>3 p3 ..a (>, g ® q <1 < •2|’§^ls'3®'|gpftlP rpcf“®^^agw'^qp^5 . ogP q gS go ® i“ q-g awoP^ qa o-|OoO q-j| § ' '=^'q 3 ® p5 PR ®M-3 ®rp P-q PHp ®^ ®td •p<^OHHHPHpodPHOc/3^oSypO ,pPHP^p:ip^p^t::3(i, p^p^p^pHPHgfHp^f:3(i,pM •*2 rt p_- p.s P goo ao go ro s pi O fl-S o o p rt o p 2 P ^ a a.2 a 2 a p O O PhOO o Ifll fcD 9 ra 03 o k o 2 2 f=^|l l“i cc a O) rt o III ppp p p t ^ ||2|| IS'SsI pPWpp CrS :Ph a :p^g S-2 ''k |g a is I'm M >-. ^31 iff s|a5&mil&|a^o >,15 8^-5^0 .-„, ■5a'^?|pf§Pp'2?5w^d'::?|p«a^^-i'2p^a5|dO?|7?^^ g P^^ g.a £.22 » ® ® £ 2 ® 2-2 £ £W P^ > £ 2 1 p^-S^-gt^ 2 « =3.2 3 ro-a a •p Op? o d cq .2P Wg adp^^M's'? X O ^.t pO a P '' p '^<1 • -"o^raa^ pW iyj^PPP.22M g - • a!Op!aj_'^o®2 .2'S'a.2^ > 0.2 2 ^ooi-sSdOi-q^P ^-g £P o3 a p p p p a p a a o o o o p p p a PI n o o o p p . p d a • a o o • o ® P (B a :p ill ^if ililHIlllilltiil li ii c rt^ ^ rCioort^o'^'^^^.'t^^o^oooo^o^ooco'Doo^'^o^o*^ >;;)OHofio:.:)OflPfiPoPoaopqooPPPooooPooPfioPoR a.2.^a ® 03 o PI Pp^od P O • a ‘43 :i ^®®'aaCC’^lOOOG^COiOCMC OOOOGCOOOOaOGOQOC5DGOOOOOOOGOaOCOQOTOOOCOOOOOCOaoaOCOCOCOGOaO( 00 CCIO CO TP o i.o 00 00 00 CO OOGOOOOOCOQOCOOOOO COCdl^OOOOCOOO^CO COCCOt-«Tt CO O CO CO 1 QOOOCOOOOOCOOOOOGOOOCOOOQOaOCDOOCOQOGOCOaOGOOOOOGO GOOOGOOO OOOOCOGOOOOOOOGOCO §13111 p p p ro ® 2 2 2 2 2 p gp g-ndi a 2 2 2 2 2 a- a- □- a' - a ® '3 a a a a a 13 ^ F fei o' 2.2 2222ooo§®2a g'o'o'oo-a o o o o o o.^ a g ^ .iq arf ai 'g ri-j5-j3-j3-.a-i5-+^«.^^.^t>2aaHHti®H]OPPPpagfeP^.ao2ooo5g a :do §.2 ® ® ® ® p p MWWWpqWHPPPPPM5QpPPPd5QMMS5QSpi^!zi^- o ® 5? £i'‘ oP o =*- ^.a ® o ® S |o I o'! POMd &'.®H 9 a^.2 — c-< JS CO g'SG'^ d Ph T-2o : >i. a |gi.|'a|.2®g^g|§®®;§^g.,. ri x|l2|2^l|||||l§d|l ii I ® g a=g;22 a'bspj 82*^1 «®9a^6- ^.2 ®1.||S«6 g-a |g-g i g g g^2 5'tr;®^'^ ^^ til ^ O c ' ” a g-g-S-s'g >--a^ -1 ro 4^ Q 4^ 4-3 (»-» 43 2 GO ^S'^CCShlCCt-slS ^§43 * ‘iv . ,1^ -OC-ri^ f-«ac33.X5 • p®‘S’c3 ■ :g§ :5t:5 ®.^o ^;a § s ffi g^r; BO.a g| gfiiosa J » s-;^ to c6 !C^S K SS > m5g ® rog^ ®5 5555.25.2:2 ®5.2 £sp Ss5^ ^^^iZ2CZ2^«2MPHSa3W^^P??S<3 SC3 a c -p o a O O ■g a c3 © cS o 2 3 a c'S g'g £ £ «5 g.s 2 ° a: a ra -rP ® ® o 3 o o MfiCJpOO >;0 ^ +3 , . . a c3 ffl © g OOC^O *000^0 4343 ;::;45 rt434J43'^4^ a a-a a g 3 a rt-i w i-v '.'d (3 Q4 — Cw « c; w o-gv, o j: a c o 0-3 o c 3 o © c - _ Pv-a- a-.c 2 a. a. a.a® aa2 ao aaa® a 0^0H [>l P Pd.ggi'5'ar [X>H p tx [>l p t>l t>i fx P^jx [x |x tx t>< PtX>H _o o o c o 53!agg 00000 00000 00 000000 txPtxtxtx pp [x|x!x>^^x!x ^ ^ ^ t£ ^ © © © o © & IS © © ^ fc: ^ ^ ^ ^ O O O O 0) c PT x'.S ^Atx [x •o'o'o'o'-o ©0®©00© . .t-^-cirte33 gg 2 a a c 3 p ■ - ® 2 2 2 X. o S - - d p-.S .2 .2 .9 >• o o o S 0*0 © © g o o o o o 5 £ £ 'O P .9 .9 .9 .5 .9 !z; 12; p, p^ p:^ p;^ CO m’cc'H H P P O O O O O Piiai © X 3 © o o 2- pp:3 feS O OD .g o gSa 5 ©5 Px X xg <1 © a“ 2. a P5 0 § 1<^-<1.2<^ 6^>^|§^§g ill&&025 Pppoo Pco :oP ill P’ ’a'o' ■Bg •■^a : a X •PO 3 ©'M X ‘2^ ©c^ 0^-221 ® a © a5;2 9 ® X X g 2 a'g a © x.P 2 X i.o,© . — ©^ a— .-1 T_i 5ao'^;P ® 23 2 ® 0 '© o ©;©^;p3a © ©^ CO CO ri to CO CO .P .a^g M ^ il^il Il'aPcg gH Iri © © fl .2 •h^'-a a o-a x-*^ ® P g © b/j-a ©a xa c§ X pH a) Pl^ s a J ® a 'x. 5-3 X aa xg-'O 2 x*^ a ;p 3 o Pc^ p ©,9P^ ^PP©. i55;2|a: lt-p's|4 SBg©^.J -g^P © §1> ®©5©;5 a© PcocoPOt/ •joqinnjsi; CO t-- 00 Ci O CC 10 CO GO C5 O t OOOOQOGOO C5C5 Gi Cl CTi Oi Gi - - » 10 CO 1> 00 STATISTICAL TABLES. 783 Table XXI. r- Statistics of orphan asylums for 1873, ^-c— Continued. 784, REPORT OF THE COMMISSIONER OF EDUCATION. o o ce o 3.2 ■g cS c3 rtOO ro a a O c3 cS ■gag o o I'M a. OSOJ^a,* rt a . a a a 'a c o -.3 ’43 a a © a a a+^ a a 3 ^'g ^ ^ rs O O O ce C3.ri ^ ^ B n C.§,M o.'S^SSoS.'ti^'oS-SooS OO^pflOpOOPcy^QQft •nor^uz -inugjo *jo 'COG^lOt-4CC»OC^OO lOOOOGOCOOOCOGOQOQO •uoi^uj: -odjoouf JO J-BOi . oi o to o oi o t- o ' • TP lO J - - > 00 c iQOGOQOODQOGOOOOO .ooo • P^J/2r/3COO ^ -v7^C3 aBBS oaaaSs'ro'a.aS'^'S^a Sj::5.©:a3 ® ft^ar a o^3 ■^i ©o ^ a ® a 02 a M rS +3 (-'3 cQ a a 3 © ^3 ^ a ^•a <1.3 ■M a a ^ a^ ^5§pl|l|wl|il Sil'ppil'scjpll % a aitr'g.g^-g^ p^ooNoof3^^H!^HMS •aaqmnj^ 00 C5 I Table XXI. — Statisties of orphan-asrjlims for 1873, T-H c; CO 00 ooo^ o o o in ooo^ lo C) oT •emooai CO ^ CO o o o o o ».o O O C5 co*^ o' J>' O O O CO O O O GO o o o o • c c fl.2 .2 ^ ^ 'o g u o.p rr- fl p ® S^'^g =« 0 fi. 'a''T333 ooo'.:3'X3aOj^ooOo® ^ .2 .2 2 IT a ® t; ^ a PCS S PftP sslllli'sisrs a a a as S' S a as a a -® a o ooaSSt^ooogo3o O 00!X!*«^<^P^000P:^CCC0 .3^ ^ O a’-e 2 a H as a'® ars . _ •SOPS •S a o a P.S- ll’S _ oas a a p P O rtr— a a .s^ ‘2 c s g ^ .2 - o o -a ^ « o .ij c3 Ph Ss a p_£ 5^0 o o-g <^UOPh H o 2 ® P a P > as 3! a P a :s.l®=5 3 o 2 > OPi!0H a a >10 a o o a o o CJOfliOO a o a « O HC/: a !*-( PiO 'a, > -a .2 I ^ §1 OR -2 ^ 43 as a) 0) o ® R^ !iAA £ a O >5 Cl a a s 2 R R a a a a a o o o ^ ^ RRR a * “-2 ^ 73 a ^ •uoT^TjpniKy: 9oaTS eaiBraaT: JO joqiuna ibjox Cl o o o o o cc o la i-o ai ■ a. cn la m o >a o o •8jm?jetSBtJ JO -ojii loiat-iad d dt~ i>iaa ^ ^ tn RoRSrom W mm mROR %.< ^ a o ® Plil 2 &oS 'SO^ p ^-R-2 P ^rSR § § a'-w a PM ® t>r^R g If. C«.H O ^ *0 a -"S a gc« (13 P ;2 § 'cS O II P.M , - 580^1 ^R a^“ a ^ P M p o c w aR 33 -a ® •joquiu^ ci?ca;=3ci >;•- >, c:..2 >-. r £ & p. ” XI J '2irt2-'So9|i3'?S f^3 C-is a c 3 o S : § : o 'a o — a .a a .a a •- -^= — < a c-jsaK+sa.S't^atj.S o .5 o .2 © -i-j .a ® .a -*^ g j. a >. f- g c p a 5-_a< a'&oh 3 9 .2 a a 5; OT aSaaP^cSc S'§ ■p a ^ c. a g o .2 o 0- fcj * rt -rl a -2 3 o Mc/sao o a ■ © © . n '3 I §^a s:s-l •ja a a ^ 2 a o >-■. tc ®.1a © fcTj-iJ ^ 05 . a a «'Sa--P - o.S -2r2 a n Ora Ci « a ’ax t-c o « &o P OP C? O 22 21 2 P ® 1 1 I a a pp M <1 a a PP .2 a o « PP P o a ^ o PP •uor;upunoj 9oms ’e^:^u^I^t JO .laqtuuu jujoi, t- ■ iCiCJOCli-iOlO ow o o 2P ^ ■mJ a " 'g^.g g ,o s a a'S^^ra ^0, a g a a 5 >-. a P - r-^ 22aot:Po”® a a> r1 ■ rSg^ c/^O I * g^'Eftp^ a o?^p^ I isp^oo-”ia:2^il'”« M^05^;^0Q'^'^r22^'C^ 05 ® "a -2 ® V'a b£ © "2 P’^g P a •g .a © a '5 a‘0 ^iSaoOJa.® |fcii|i^il>^.|i^l "O Sla'a OX.J ao a 2o^.a ppi^OMp’rC:z:POajPHPa:0 a ® 'B'-^ a ■v a ^ O g Px Pa SS Pm a ® ■® p •Sts ® a OOPm s a “ ^-3 p a5 ® a'^ 2 ^ J3 2 -a Pia o a aO a a a - ® © © a o few p a <1 ifX, a © ^ '^ia ®wi Sh-J- : a , o '- 2^ a g^a Po a^w ® © 2 ro be 05 o aa^ M-U3 ©-^ ©•' ce42 <5 a“:a'a ©'3 ^ a -05 - ® S ^ cs fe -g .a ^—1 a 05 &2Wg >P0)0 •jaqmuj^ ,icl(l- STATISTICAL TABLES. 789 BWi ISIII 2 si sllill S ill slllSsI a Since organization, from May to November. Table XXI. — Staiistics of orphan-asylums for 1873, t| c. — Continued. 790 EEPORT OF THE COMMISSIONER OF EDUCATION. '9jn()ipuadxa[ (MOO CO o o Ct O 00 'oraooni o o rH O of o "S 'S'S'S fl'S s ^ g^,o 2 S'-S'-S OS'S fl fl a'S 9 o o o o o o o Q OOOWOP W 'C'O C3 fl PP •uoi^'cpntioj aoms 'sa^Btuai JO aaqrauii ]tJj6x •SJU'B|StSeT3 JO -o^ a 02 a ci .a Ph a 'pj 3 gT ‘a ^ W . g S =i GO* ^ .f a. E ® Sa. O M So H-i ® ^ C3 ^ 1 2 '30 g 1 2 r PI ;q ^ •jaqaiu^ Table XX.l.—Statistic8 of orphan-asylums for 1873, tj-c.— Coutiiiued. STATISTICAL TABLES. 791 ’oiSl ‘51 oonis 9SB9aoui S M ; :i :l^ : : ^ I IS I I I I I I I i ; Mi i ; •AjTjjqii HI e9ainioA n ;§ !|in 1 Mi s : M M 1 M Hi N Present inmates. Orphanage. •sSui{puno^ F-i M r i rH • ; Of : oi * i i i i ®S i" ^ Cl • ■ ; 2 S'uuqdjo J[t3]q igf :g‘ !S i ^S i52S| i i'=8'=>82 •suuqdiO § ^5=1 •2 i ijg 22 iS'^S i ■ o M g ^ 00 Instruction ; No. taught — I«pads § :S i i i i i i i is ; o ■ * • • • •SuiAiBad -}« ! H li'M 2 i i i : I I I I ! o i • I • •oporaq^iay § = i i is 2? i ig52§ 18 18 18^8 •gudPAi. § i i -p- i 12 si iSS;^8 ;8 12 188 •Suipuan; S °s; 1 : :?: ?8B i is si 18^28 18 is 188 Parentage. •UAiouqud S 11 I ! I CG> i T- '•ill i i i i i= i i i i ; •uSiojLOd ?! ;| 2 : = ’ I" i i N : : Ns ig'-'^ i2 i2 II I I Cl S 0 ? is is i : i i iS^ •uSpjod § II lO Cl I tH I I I I I : o I I I I I Cl i§ i i“ i i •OApU^ Ci H "S igi ij 5 is is 88 is iS i 1888828 § •poaopo 00 H II I I I I i i^ is ® i i i i i i‘ ClCl I’^ I®-. •QIPIAi H is i? 108 21 58 GO 24 80 77 20 133 82828 :8 1 •9|UUI9d H ^ :S2 :S 18 S82 i^S8: 28 18282 •opre H §s 2p« ri82 12 8S288 ijs: 8882888 Name. H Clnirch Horae for Orphans . Industrial School . Ladies' I‘rotection and Kclief Society . Pacilic Hebrew Orphan Asylum and Homo So- ci(ity. St. Boniface Orphan Asylum . ]\Iale Orphan Asylum . I'itch’s Home . Hartford Orphan Asylum . Hebrew Widows’ anil Orphan Society . Soldiers Orphans Home . New Haven Orjihan Asylum . Children’s Hospital of the District of Columbia. . . . Church Home of the Epiphany . . N.ntional Homo for Destitute Women and Chil¬ dren, (colored.) National Soldiers’ and Sailors’ Orphans’ Home. .. St. Ann’s Infant Asylum . - . . St. John’s Hospital i'or Children . St. Joseph’s Male Orphan Asylum . M'^ashington City Orphan Asylum . Aj)])leton Churcli Home . Chicago Nursery and Half-Orphan Asylum . Foundlings’ Home . Home of the Friendless . News-Boys’ and Boot-Blacks’ Association . Protestant Orphan Asylum . Uhlicho Orphan Asylum . Colored Orphan Asylum . German Orphan Asylum . •jaqranj^ Table XXil.—SiaiisHcs of orjyhan-asyhims for 1873, cfc. — Continued. 792 REPORT OF THE COMMISSIONER OF EDUCATION. 'ci8T ‘ei '4^0 9SC3J0ai ni eaiuniOA •sSiiiipniio^ •eaBqdao JlBjj •sauqdjo 00 O — ' CCO.-lr-ICO 'tc- 't-COrH 11 tH 1 C< • •aaqiunj^ STATISTICAL TABLES. 793 ; i M i ; :S S : : ^1 i ” i i i : : ii ;sg i 1 hi i 1 ji ii lisi ii pi i giiii 250 471 1 . ii : : : : : :"^ : : i'*' : : • • * ^ r-i<0 '• * ; CO I : : rH 1 ! 71 60 13 40 54 80 50 9 191 4 44 190 207 25 19 59 31 17 9 38 47 11 145 145 41 949 ||S1:S8 lisi 68 102 21 12 13 31 10 26 350 50 24 145 38 13 49 1 29 6 90 9 59 i : : : : i § : igj I O • r-t : is- : i : 08 . 091 i i ^ i : is : : : 2 igJ K : 15 15 50 80 115 ^ : i i : i : : 861 on is 75 162 23 21 41 63 47 35 450 27 50 289 143 29 57 81 20 80 16 14 18 30 50 208 164 35 101 540 153 118 151 155 171 86 120 725 109 160 198 §|:h: ISS is5”i 725 no 195 198 ^ cT 658 103 141 206 160 171 86 120 725 216 195 198 is? : i'^ : : : : • • tH rH * 1 : :$;s : : j j j j : : i ^ : • iH Cl o t- S ;|2|3§| igJ : ^•' : 447 173 71 i« 15 103 19 241 35 54 is 22 1 12 1 2 5 19 2 Cl ct an 1 «o o iq g lo ^ S ^ i is 117 164 33 50 68 92 89 44 504 50 57 314 213 40 65 91 36 103 19 13 42 50 60 265 144 78 3, 124 119 146 595 153 117 166 175 159 87 125 688 190 151 i§ ; ! — I I ‘ ci : ’^ : : : n : h h I si: : i i i : i 20 15 44 51 60 190 123 3, 521 124 146 633 161 141 208 187 180 100 135 725 218 201 198 is oSS SSSo® 365 97 67 • O 71 1 23 28 39 111 C2 ^ : 30 37 30 175 139 47 3, 573 78 ^ ig^3 i 2 s i Table XXI. — Statistics of orphan-asylums for 187.3, cfc. — Contiunecl. 794 REPORT OF THE COMMISSIONER OF EDUCATION. '5181 SI 901118 Qsuajoui •Ajujqtj ni satniqo^ o o o o •eSnqpuno^ •sanqdio j ® •sepuj^ ^wpadg 'gaiM.'BJQ •oipraqijUY •gui'^u^ •StnpBaa; O 'O •QOl'JCJ'Q' -00 .o ■ 01 — OOO^-'XOOOCOCOCOOO C^OC^(?^rJ0 O O O 35 O O !C5'^'VGCOC^Ci‘OT-j^ •UAion5[uxi •uSiajo^ •ngpjo^ OrHClO'^O'^'^iCCMCl '9Ai|i?x; •paaopo OODOWO — OO^fCiO— '( Cl <0 lO CO ITS <>} -H CJ C5 CO lO Cl ( •eiBcaa^ •apH a Sfl-d :ai il-Elil-l ® a -a .S S' a coo ,s. . ^•ga|ot>irt£-P-.§'3j,ceo^-- o22a9ie(iHO®°'2a'a'«d2 ag a -.| CO d c ^ ^ §1 sw ,^6 ® a S ® so £ ® Ib Pj,0 S' o' ©'ll r a o ,S >5 o ^ 1® >=>i2>S'3 t>.a 3 (, (T a §^. £ £ c^ia.s.a’S'H ® ® I3.S3 3cov330ccHH3coOOOOm'' '" ' ' ' ,2 9 0 ;o 0.3 ts o bC 3 -S -r^a S' .S S -4^ O n . 02 VJ •:f 02 (D o _|S|^ hOOi^oSoOOco3S"^(i|5 •jaqtnnj^ STATISTICAL TABLES. 795 1 sg ;s I : I i : i i i i i i iS s il ISIS 800 300 ii 300 1,500 ii 1,770 i M H i ii : : : is i i i i i"^"" i i 175 219 9 11 82 75 ii 36 102 340 iS2£|?? ^ 8S :i2 : S'^5255 ??o 1- O gs ; I d i i : s is : : :S 25 is 22^ OCX ' lOI 220 50 70 jSI 1 is i i i i i i i is SS|S|gS5S| |S|ggS2SSSS?|| |22SS2||S ? ? 5“§SsM”S“ il°-ss|sg s s SSS2S8S2S SSSSSSSSSSS S I I I J i '• f7l i i i” : rH 10 66 i i i2 52 25 10 t- j i S i i i i i is is S i i i 8"S 1 U' il i i 95 51 170 i S i 33 10 is is iSS is ■ rH • * ct iSS : ig i i i I ” ; ; ; ; ; 2 I 114 . 40 231 . 164 . 225 . 53 151 104 175 151 220 225 42 66 73 36 27 38 93 342 237 100 24 3 ii” s 5 S? S|2§S2S2S is TP I • « ^ i i i is i i i Ci > ” i (y» . ct JO C0|^-O .^O .O ^ '»!*’§ :2§ 2|i Orplian Asylum Table XXI. — Sfatistios of orijlian-asuhims for 1873, ifc. — Continued. 796 EEPORT OF THE COMMISSIONER OF EDUCATION. ■oi.81 ‘si 'lOQ QOUtS 9SB0J0III W 1 . « 1 : i •Ajt:.iqT[ ui 8aniii[o^ M 0 to Present inmates. © tJD s .5 0 •sSuT^puno^ tH CC •eunqdao jxcjj; 0 M 7 29 20 •euuqdJO 05 0 t-* i-H lO Instruction : No. taught — ■ eapcjx^ xuToadg QC 0 •SumujQ; •oiX9niqxTj.Y 50 ct CO 0 0 r-4 0 01 •SutXTj^ 16 60 25 •guipnaxj ^00 CO 01 Parentage. •uAiOuqufx M •uSiaio^ « 05 0 r-l •OAT^n^ H 10 05 CO Nativity. •uSiajo^ © 05 •9ATxnj^ © H to 05 tH Pace. •pajo^ox) OD H H CO 05 t- r- Sex. •exBuioj © H 0 »0( H 14 79 Name. H Taylor Orphan Asylum . St. Aemilianus Orphau Asylum . . ‘a d CO 'fl ci a 0 02 Fh c3 05 •J9qu^a^^^ 178 179 180 STATISTICAL TABLES. 797 List of orphan-asylums from which no information has been recehcd. Name. Location. Female Orphans’ Home . Industrial School for Orphans and Destitute Boys . . Male Orphan Asylum and Industrial School . Sheltering Arms . Orphans’ Home . Auxiliary Orphan Asylum . . Home Association . Orphan Asylum . Protestant Orphan Asylum . . Eoman Catholic Orphan Asylum . Eoman Catholic Orphan Asylum . Eoman Catholic Orphan Asylum for Boys . Eoman Catholic Orphan Asylum for Girls . St. Francis Orphan Asylum for Girls . Female Orphan Asylum . Industrial Home School . St. John’s Orphanage . St. Mary’s Home of Industry . St. Eose’s Industrial School . St. Vincent’s Female Orphan Asylum . Washington Asylum . Female Orphan Asylum . Male Orphan Asylum . Scandinavian Orphan Asylum . Boys’ Asylum, Eoman Catholic . . Chicago Orphan Asylum . Nursery and Half-Orphan Asylum . St. Mary’s and St. Joseph’s Orphan Asylum . St. Paul’s Orphan Asylum . St. Vincent’s House of Providence . St. Aloysius Orphan Asylum of St. Boniface Church. German Orphan Asylum . Home for the Friendless . Orphans’ Home . Sisters of Providence . Mobile, Ala. Do. Do. Do. Montgomery, Ala. San Francisco, Cal Do. Do. Do. Do. Denver, Colo. Hartford, Conn. Do. New Haven, Conn. Wilmington, Del. Washington, D. C. Do. Do. Do. Do. Do. Savannah, Ga. Do. Berlin, Ill. Chicago, HI. Do. Do. Do. Do. Do. Quincy, Ill. ludianapolis, Ind. Do. Do. Do. Orphan Asylum . St. Vincent’s Male Orphan Asylum . St. Vincent’s Orphan Asylum . German Orphan Asylum . St. John’s Orphan Asylum . St. Joseph’s Orphan Asylum . Orphanage of Christ Church . Orphan Asylum of St. Paul’s Church . St. Thomas’s Male Orphan Asylum . St. Vincent's Female Orphan Asylum . Protestant Episcopal Children’s Home . St. Elizabeth Home of Industry . St. .Joseph’s Orphan Asylum . St. Louis Female Asylum . St. Mary’s Orphan Asylum . St. Theresa Female Orp'nan Asylum . St. Vincent’s Home for Boys . Female Orphan Asylum . Baltimore Orphan Asylum . Children’s Aid Society . . Maryland Industrial School . St. Joseph’s School of Industry . St. Mary’s Industrial School for Boys . Boston Asylum and Farm School . Homo for destitute Eoman-Catholic Children St. Mary’s Industrial School . State Alms-House, (orphans’ department) - State Industrial School for Girls . St. Patrick’s Orphan Asylum . State Alms-House, (orphans’ department) - Home of Providence . House of Shelter . Protestant Orphan Asylum . . Widows’ and Orphans’ Association . Girls’ Orphan Asylum . St. Joseph’s Orphan Asylum . Orphan Asylum . St. Mary’s Orphan Asylum . Episcopal Orphans’ Home . Home of Guardian Angel . Home of the Good Shepherd . Mulanphy Orphan Asylum for Females . Orphans’ Home . . . Orphans’ Home, (colored) . Presbyterian Homo . Protekaut Orphans’ Home . Eensselaer, Ind. Vincennes, Ind. Leavenworth, Kana, " Covington, Ky. Do. Do. Louisville, Ky. Do. Do. Do. New Orleans, La. Do. Do. Do. Do. Do. Do. Portland, Me. Baltimore, Md. Do. Do. Do. Do. Boston, Mass. Do. Dedham, Mass. Hampden County, Mass. Lancaster, Mass. Lawrence, Mass. Plymouth County, Mass. Detroit, Mich. Do. St. Joseph, Minn. St. Paul, Minn. Shakopee, Minn. Natchez, Miss. St. Louis, Mo. Do. Do. Do. Do. Do. Do. Do. 798 REPORT OF THE COMMISSIONER OF EDUCATION. List of orphan-asylums, ^'C. — Continued. X.ame. Location. St. Bridfret’s Half-Orphan Asylum . St. Joseph’s Half-Orphan Asylum . St. Mary s Eoman-Catholic Orphan Asylum . St. Philomena Orphan Asylum and School . St. Vincent’s German Male and Female Orphan Asylum . Orphan Asylum . ’ . St. Vincent’s Industrial School . The Protestant Foster Home Society . Orphan Asylum for Girls . St. Mary’s Orphan Asylum . . . Boys’ Orphan Asylum . St. Thomas’s Orphan Asylum . Brooklyn Orphan Asylum . Female Orphan Asylum . - _ Orphan Asylum of the Church of the Holy Trinity . St. Joseph Female Orphan Asylum . Church Charity Foundation . Church Home . St. Joseph’s Boys’ Orphan Asylum... . St. iMary’s Orphan Asylum . St. Mary’s Orphan Asylum . St. Joseph’s Orphan Asylum . St. Patrick’s Orphan Asylum . Children’s Fold . Five-Points House of Industry . Five-Points Mission . Half-Orphan Asylum . Home for Foundlings . Homo for the Aged and Children . Home of Industry . House of Mercy . Industrial School of Sisters of Mercy . Institution of Eeward for Soldiers’ Children . New York Juvenile Guardian Society . New York Orphan Asylum . Eomau-Catholic Half-Orphan Asylum . Eoman-Catholic Orphan Asylum"^ for Boys . . Eoman-Catholic Orphan Asylum for Girls . . St. Luke’s Home . . St. Patrick’s Female Orphan Asylum . . St. Patrick’s Male Orphan Asylum . St. Patrick’s New Female Orphan Asylum . . St. Paul’s Orphan Asylum . . St. Vincent de Paul’s Asylum . . Shepherd’s Fold of Protestant-Episcopal Church . Sisters of St. Dominick's Orphan Asylum . . Society for the Protection of Destitute Eoman-Catholic Children, County Alms-house, (orphans’ department) . Juvenile Asylum . . . Church Home . St. Joseph’s Orphan Asylum, (German) . St. Mary’s Orphan Asylum . Church Brotherhood .' . Church Sisterhood . Home of the Good Shepherd . St. Mary's Orphan Asylum . . . St. John’s Mission and Industrial School . . Syracuse Orphan Asylum . Trinity Church Mission and Industrial School . Orphan Asylum and School . Or phan Asylrrm . St. John’s Asylum . St. Jolm’s Orphan Asylum . . Cincinnati Colored Orphan Asylum . Cincinnati Union Bethel . Home of the Friendless . House of Preservation of Children . Industrial School of Guardian Angels . News-Boys’ Rome . Protestant Orphan Asylum . . . St. Aloysius Orphan Asylum . Bethel Home . German Orphan Asylum . Home of the Friendless . Eomau-Catholic Orphan Asylum . St. Joseph’s Orphan Asylum . . . . . St. M.ary's Female Orphan Asylum . Trinity Church Home . ". . St. Joseph and St. Peter’s Asylum . Asylum of Franciscan Sisters . Orphans’ Asylum . St. Louis, Mo. Do. Do. Do. Do. Virginia City, Nov. Newark, N. J. Do. Paterson, N. J. South Orange, N. J. Albany, N. Y. Batavia, N. Y. Brooklyn, N. T. Do. Do. Do. Buffalo, N. T. Do. Do. Canandaigua, N. Y. Clifton, Long Island, N. T. Erie. N. Y. Newhurg, N. Y. New York, N. T. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Onondaga Hill, N. Y, Eandall’s Island, N. Y. Eochester, N. Y. Do. Eondout, N. Y. Syracuse, N. Y. ■ Do. Do. Do. Do. Do. Do. Troy, N. Y. Utica, N. Y. Do. Do. Cincinnati, Ohio. Do. Do. Do. Do. Do. Do. Do. Cleveland, Ohio. Do. Do. Do. Do. Do. Do. Cumminsville, Ohio. Delphos, Ohio. Oberlin, Ohio. STATISTICAL TABLES. 799 List of orphan-asylums, cfc. — Continued. Name. Location. Citizens’ Hospital and Orphan Asylum . St. Vincent's Orphan Asylum . Church Home . German Catholic Orphan Asylum . Homo for the Friendless . Home of Industry . St. Joseph’s Orphan Asylum . Soldiers’ Orphan School . Soldiers’ Orphan School . Home for the Friendless, for Harrisburg and County of Dauphin . Carsville Orphan Asylum . Children’s Home . St. James’ Orphan Asylum . . . Emmons Institute . Soldiers’ Orphan School . Asylum for Care of Colored Orjihaus . Educational Home for Boys . . . Foster Home Association . Home for Little Wanderers . Industrial Home for Girls . !Nows-Boys’ Home . Orphan Society of Philadelphia . St. John’s Male Orphan Asjdum . St. Vincent’s Home . St. Vincent’s Orphan Asylum . Union Temporary Home for Children . Allegheny County Home . Church Home . Home for the Friendless . Orphan Farm School . St. Paul’s Koman-Catholic Asylum . St. Vincent’s College . I . The Sheltering Arms . Orphans’ Home . Soldiers’ Orphan School . Orphans’ Homo of the Shepherd of Lambs . Childrens’ Home . St. Aloysius Orphan Asylum . Shelter House. . Boys’ Orphan Asylum, Koman Catholic . Christ Church Industrial School . Girls’ Orphan Asylum . St. Philip’s Church Home . State Orphan Asylum for Colored Children . Momwell Orphanage . Palmetto Orphan Asylum . Canfield Colored Orphan Asylum . Church Home . Leath Orphan Asylum . St. Peter’s Orphan Asylum . County Asylum, (orphans’ department) . St. Mary’s Orphan Asylum . Orphan’ Asylum . . ProYidenco Orphan Asylum . St. Mary’s Orphan Asylum . . St. Joseph’s Orphan Asylum . St. Joseph’s Orjdian Asylum . St. Rosa’s Female Orphan Asylum . St. Genovefa Female Orphan Asylum . St. Vincent’s Male Orphan Asylum . Tiffin, Ohio. Toledo, Ohio. Allegheny, Pa. Do. Allegheny County, Pa. Andersonburg, Pa. Cathedral, Pa. Harrisburg, Pa. Huntingdon, Pa. Lancaster, Pa. Do. Middletown, Pa. Mt. Joy, Pa. Philadelphia, Pa. Do. Do. Do. Do. Do. Do. Do. Do. Do. Pittsburg, Pa. Do. Do. Do. Do. Do. Rochester, Pa. Water Cure, Pa. Womelsdorf, Pa. York, Pa. Providence, R, L Do. Charleston, S. C. Do. Do. Do. Do. Clinton. S. C. Columbia, S. C. Memphis, Tenn. Do. Do. Do. Nashville, Tenn. Do. Burlington, Vt. Do. Norfolk, Va. Richmond, Va. Milwaukee, Wis. Do. Vancouver, Wash. Do. Table XXII. — statistics of refonn-scliools for 1873 ; from replies to inquiries hy the United States Bureau of Education. 800 REPORT OF THE COMMISSIONER OF EDUCATION. 00 C> (M S5 o ( •9l«K ■OOOClffJtOfC^CC.— ^OlnODOLOCOCC •o»-oc- , rl ,-1 . c^._ (7, m o t- ‘O ■ m •jaq •tuna i-- -o i-’ o o —I o I- i.-o ro {' xi — I 00 • £ ^ 2 rt 5 S<1 ■ CO . 55 ^ g5'S.S t> = ^ S^’o : ^ . S ':2 .'S. Ph rh o ~ a ^ r- ^ ~ - - !||®S i|aa^^|"lj3|?°3s Sail \§S^. >'S s = >■“ s J > =i| Sy p:qi-iaCHi-ip.;pp^p;Ou^p:5P<1<1PMHl^OWcCMK^W;:qd'^i-^ tu n.y a: n O $ pqt >^'3 O CIS ® O O . © O 0©0-"5®®"2®’a : iOM I iSo '-i ccMH •auani gsiigBisajoa^ug > O O O O 1.0 O O O iO »0 ^ LO O O C? lO O )COjC(X)GOaOOO'XOOOOQr-)GOGCOOaOGOGOQQOOOOGO'X)00 O^COIO^OCXX^OOTTC^OIO'OCJ 5 gM ^ [t^MU0 I^a ©'_rS4pH^t> , o p P tx S 'T S - 1» 3 .2 g r £“ tX; o Cl ;;r ct c: o o cz ^ ^ ^ cj o^.t:; ;-(XJk^ S "S "S ^ 5 s =^12; O p o O aj o .a a.a .5 2 l| c ^ "oO *0 ffl a o'S •Sp^ 'o 2 *-i P ?'-2^ a'SP sP ® a © 05 c3 ^ 2 ^ ^ X a|' ® ® -^ p|f| !adp^ ® ®.o o be O -a O ■2 a a ® o£f£«W(^h.|22l|g^ S ® a .5 o 2 ® ^ 2 ® !> a o2 S^a rta®'^®«oaofi2-i; .^P'a-gPP g ^-SPP 'a>_2a.a.a2'S22SS a a o_2 CSrt ®2 a2a2P3ac«HPoK? 'saj Pc® o ct a m^A •j[9quitij»x imcOt^OOOOr-0«:5J'-00- CO -lOtCsCOCJCOO COC-J rH •l—iDCOi-lOCO CO G5 CO o CO GO d »0 05 CO »D CO CD 1'- •9SB:[n9JBd uSigjoj ‘po:^‘^Tal -raoo ngqAi gjR.iO'niii .i9quinjv[ ,31 o TT 1 • • d • liO CO III 1 d 01 lO • -05 ^ 05 • • • • iD • ■ d •gSu^ugaud 9at'}.bu ‘p9|iuu -raoo noqAi onub:;]!!! aoqn’mjq 30 40 d d Tj* CO • o o d Cl 1-1 lO • d lO d O O *- 05 • rH 1-1 d rr rH • . . o ‘ • d •gi^iMgdrag^^iii singjBjj § CO o 32 • d 05 CO CO lO 05 o 1 ^ d d d d c- lO rH CO O ‘GO CD d ^ 1 CO 1 W CO •9:^BJ9d -rag^ni AqBnoisBooo S'^ngjBj QC Ct 120 . T}^ LO • CD Cl 1C • CO CO ■ d : : S •sioqitup g^uagpora e!jugaBj i> et 25 • 05 05 • CD »C • ro • • d 1 • i ! ^ •!jn9ur:^eqB si}u9ii; O ifO • • • lO • ■g^TJAi pnB ptjgj ppoo feqngjuj s • -CD ■ 00 1 • 1 ^ 1 1 133 •pugj p|noo s:).u9aB(i s * • d • 05 o • • 1 ^ • 1—1 CD * 1 1 •9:^BJ9:)ini s:^ngjB t-- 05 O rH CO ^ GO (M Ot-H^ GOdrHT^O i>CO 09 05 05 CO r-1 •Vrr rH d d CD GO O d CO ^ -H •SuiAq sigqiopt 21 OCOOiCO OI’^lOlOlOTf i-rHOOd'^ r-t-CO i-i CONDITIONS OF COMMITMENT. Other conditions. 10 o 0 2 p ^ p c: 0 c o +■ p 53 > Trial by jni-v and conAdction of crime . Vagrancy, incorrigihility, viciousness, and criminality. Vagrancy, incorrigibility, 3 t>,S §1 c3 Ph r— O 50 a CO ' 2 s?| ; •7^ c.^ c: k o: k , - ^ ^oZ a; c3 s fcf ? During minority . Petty crimes . Oifenses against tlio laivs . During minoritv, unless sooner discharged .. 1 tvnf.TiP-.T D 5 3 - 0 : 5 7 C ; ^ 3t 1 0 1 ® 3 5 3 3 Crime, vicionsness, and incorrigibility . During minority . During minoritv or ivill of board . 6 tJC o c Age. C5 8-17 8-lG 10-lG 6- lG Under 18 7- lG 6-18 8- 16 8-16 6-16 7-16 7-16 3-16 7-17 O CO O J-!. tl- Oi i-t 1.4 r® ^ S p io«5t^ooc50r-((?}MTj r-i LO CO CO 1 •juaA Qq^Snunp paS.i'Bqasip jaqratix 2 i 00 (M ® ^ M '3< ,-1 01 CO iO CO § 9q:^.§^Ia;np poi^imraoo aaqninj^ Oi uo 00 CO 00 iH 00 CM »-l r-( Ci r-t T-t o LO 00 LO CONDITIONS OF COMMITMENT, Other conditions. o *u u O © 1 . o 0 a bl '.9 "3 0 rS 0 O .1 ;,0 © P ) Age. o Under 16 7-16 7-20 Under 18 5-17 Under 16 Unlimit'd Under 16 Table XXII. — Statistics of reform-schools for 1873, ifc. — Contiuned. Note. — x Indicates the studies and trades taught. STATISTICAL TABLES. 803 uoi; •n^iijsnt JO eSoiua'BO lunuuu lujox O O O rH 5 O O O CC j o o C5 r- < O lO CO t- O O O lO of O I- O CO o o O CO 0 Tr* l- 'O C5 CO co" co" o* •uoT:^n:}iasui jo !;eoo tumiaY O O lO — ^ to O O — I rs 05 lO O 00 o^ o o' o*' lo** cT t-* CO 05 ' oT cxT o' O M i-HS’ T- Cl O •ojuraui qoua JO sSuiujua x«uanB oSu.ioay o ot O d CD •ojum -ui Tjaua JO jsoo oSujoay lO Cl CD r- o 1-1 o o ID D( Cl O Cl O 1— o •9'^J^'X^six> JO aSuxuapJOj •juaui -qsixqujea aoute paxjTuinioo aaquiu^ 1 CJ O lO < ‘ • ID Cl i ( O DJ ( Df cf 1 O CM QO O O <-l • d CO (M • CO ID r-l 'co-co' •juaA jeud I nijup apujj u jqSnuj jaquinjq | c© o o CC CO o to o CO CO .-H cr5 05 O X o o to CO •qjoAi-aaiAi | X •Satqeiu-ifox | o ■■s X •gniuuix 9i * X •SuijoxTUX 1 30 kS X XXX X X X •gaiptuaq-JAUJXg | 1 k-'5 1 X X I X aqj •Suiquuiaoqg •SuiAiag •guiqura-soq-jadetX •SUTXJTUX •Suiq'Bui-ssauj'GU ^ i l'5 I •SUTUrJB^ 5 •Sutquui-ssajQ; g •3aijuas-iTnq3 'SuivtaxuadauQ •Suiquut-qsujg; •^ouiqxTuisqaBxa; •Suiquui-jaqeua •Suiqua; •Aqdosoxxqj; •uaqaSxY 3nxAi.uja; •Aioxeixi X X X c •AqdT;.iSoa£) X .xxxxxxx . •oijaniqxTJY •juuinicjf) XXX ! Ixxxxx ;x I ;x •SnTXi.iAi. ‘SuTxxads ‘Snipeaxi xxxxxxxxxxxxx •jaqmnj^ : Ol r? to CO i- X 05 O ’ Table XXII. — Statistics of reform-schools for 1873, ^fc, — Con'tinned. 804 REPORT OF THE COMMISSIONER OF EDUCATION. •noi; -tupsat JO sSniaiuo pnaae t^3:^ox •noTjujpeai jo j9oo luuunY 00 O !M -CO ooao— iro'orooO •ojcoinT qoBO JO eSumjBO ^Bnaau oSbjoay QO CS to 0 to r- to in 0 CO J> •o:)Bni -HT qOB9 JO !JSOO X^naUB 9SBJ9AY ^50 00 110 00 150 00 86 74 GO 0 0 0 00 8ST c-lSl ‘si JsqojoQ 99ats osbojouj 0 ‘ ■ 0 ■ 0 1-H . . 0 LO Qi 10 •AjBjqxx ut S9TOnxo^ 627 2, 000 400 1, 000 0 cf 0 >0 0 0 CO •07S> ‘AxJ9X).i0 9q oj nAionix poS.iBqosip jo 9§Ban90.T9 j i.O 0 »o 0 6i GO T- 0 to >o •jugni -qstiqBXS9 90nie p9Xjtnicao9 jaqranj^ M 550 1,805 183 11,000 2, 133 400 386 CO •JB9jt JSBd 9qj Sntjnp opuij v jqSnBj .loqninix; © 0 0 lO C5 (M 0 tH CO 0 0 TRADES TAUGHT. •:^J0A-9JIA\ H 'SniqBin-AojQ 1 i •Snianix 1 g •Sni.ioxTBX 0(0 X X X 'SaixJtBjq-iABixS I X •SniqBraaoqg 1 1 0 X XX X •SniAigg 1 I X X •Surqu ta-xoq- .igdBti ^ ! •SnTXJTnx w 1 0 X •SnT^XBin-ssettJBH I'g : •SniniJB^ s X X 'STiTqBtn-889JQ; 1 i X •Snix'tJ9S-jTBq0 a X X X •SuijgjagdjBO 1 (20 1 •SniqBnt-qsuia; | X X •SnTqitni8q9Bia; X X •§aTqBni-j9qsBa[ | ifS •gaique; 1 3 X STUDIES. •i£qdosoxtq,I | XX •Bjq9§IY 1 X X •SniAVB.XQ; j 'H X •A'jojsiij 1 ® X X X X X X •AqdBjSo90 j M X X X X X X X X •oixauiqil-iV 1 (30 X X X X X X X X •juniiaBJf) M XXX ; X X : X •Sat^iJAi ‘Satxxods ‘Snipuaxi (a M X X X X X X X X •ioqranj[^ | .2 .2 J ® cj o 'w ci vi O Ch 8-1 ^ Cl ^ O O W .ao's'S;^ % o 6 a cl Moqiunx J o o o o o o o c: o o o o p N 4 p *5 ^ Po u a l|p ©op o WPS I . CO O PP aP Teg CO 00 lO iO ^ 00 00 6;! P 1 ©-p P P T g Sri4 P a p S Pl-3 ci oo PP ■•a p' o ® ;P dP PP CO . , S O .. o :p p :SP O o o o-'zt:: ^ a g 3 §0 ;2: 0 c; 6p wp T g-2'S > o o Sg pp 9:^ S:s>^ gp Ph W^zjO p t c? ^ O O t-- 00 806 KEPORT OF THE COMMISSIONER OF EDUCATION, UuiLE XXIY. — Statistics of educational benefactions for 1873; from Organization to which intrusted. Benefacto: rs. Name. Location. Name. Eesidence. UXIVERSITIES AND COLLEGES. Missionary College of St. Augus¬ tine. University of California . Trinity College . Tresleyan University . Tale College. State University of Georgia . Atlanta University . Emory College . Abingdon College . . Si. Ignatius College . Eureka College . . Xortliwestern University . Illinois College . McKendree College . Lincoln College . Monmouth College . . Northwestern College . Sburtleff College . ITestheld College . Wheaton College . . Wabash College . E ranklin College . Hanov^er College . Northwestern Christian Univer- sity. Iowa College . . Cornell College . . Tabor College . Benicia, Cal. Oakland, Cal . Hartford, Conn . . . Middletown, Conn New Haven, Conn. Athens, Ga . . Atlanta, Ga. . Oxford, HI ... Abingdon, HI Chicago, HI . Eureka, HI . Evanston, Ill . Jacksonville, HI. . . Lebanon, HI . Lincoln, Ill . Monmouth, Ill . . . . Naperville, Ill . Upper Alton, Ill .. Westfield, Ill. Wheaton, Ill . Crawfordsville,In d Eranklin, Ind . Hanover, Ind . Indianapolis, Ind. . Grinnell, Iowa .... Mt. Vernon, Iowa. Tabor, Iowa . D. O. Mills, esq . . . M. Eeese, esq . Chester Adams - .... C Mrs. Louisa Loveland _ Alumni . Hon. Samuel Miller . H. W. Scott . . Mrs. Julia J. Abbe . Mrs. Edward Bull . Eev.Thos. Tallman, dec’d Honry Trowbridge . Mr. Joseph E. Sheflfield. . . Mr. John J. Crooks . Ciass of 1871 . . <: Prof. O. C. Marsh . . Mr. Erederick W. Stevens Mr. G. Peabody Wetmore. Anonymous donor . Edward E. Salisbury . Henry Earnam andothers. And others . . Henry Ward Eoote . Professor Tyndall . Professor Tyndall . f Town of Athens . \ Eriends . ( Eev. E. E. Eogers - } E. E. Graves, esq - Eriends . f Eriends . < Friends . ( Students . Eriends . C Eriends . I Eriends . G. H. Sisson . ( Samuel A. Hitchcock Eriends . Eriends , Eriends . L. M. Whiting . E. Gove . . Not to bo named. Sundry persons . . J Chauncy Eose . . Jonathan Allen ...... ( J ames Huston . < L. T. Bowen . ( William B. Dickson. Number of persons . . Hon. Alpheus Hardy . Alumni and friends of, the college. C Samuel Hitchcock . ( Various parties . San Erancisco, Cal. Hartford, Conn . . . Kensington, Conn New Haven, Conn, Hartford, Conn... Scotland, Conn . . . Noav Haven, Conn New Haven, Conn New York, N. T . England England Athens, Ga. Macon, Ga . Morristown, N. J. Abingdon, Ill Chicago, Ill . Brimfield, Mass , Quincy, Ill Quincy, Ill Terre Haute, Ind. Ellettsville, Ind . . Connersville, Ind. Indianapolis, Ind. Indianapolis, Ind. Indianapolis, Ind., principally. Boston, Mass . Brimfield, Mass . . b Made up of |100,000 paid in and $67,115 pledged by the a Not in money. STATISTICAL TABLES. 807 replies to inquiries hij ilie United States Bureau of Education. Benefactions. I Total. $3, 000 9, 500 60, 000 9, 000 386, 784 28, 000 7,150 20, COO 38, 000 1, 300 23, 967 35, 000 62, 000 2, 500 80, 000 12, 000 800 11, 100 8, 745 4, 000 52, 000 5, 000 1,384 150, 000 1, 000 12, 000 50, 000 Endowment and gen¬ eral purposes. cc tJO o5 r:2 ^ § CO C3 o Professorships. Fellowships, scholar¬ ships, and prizes. Library and museum. $3, 000 C . . a$5, 000 a2, 000 \ 1 $2, 500 60, 000 c 2, 500 $2, 500 1 4, 000 '&167, 115 10, 000 1,000 1, 000 2, 000 1, 000 300 c 1, 000 570 500 500 200 50 235 100 714 25, 000 15, 000 500 [ . 160, 000 25, 000 3, 000 f . \ . c . 150 1, 000 \ 6, 000 20, 000 ( 18, 000 $10, 000 10, 000 1; 1, 300 < dl7,690 ) 6, 277 .35, 000 50, 000 C .... 12, 000 2, 500 80, 000 12, 000 8, 000 c coo 10, 000 \ 500 8, 745 4, 000 f 50, 000 1 2, 000 5, 000 ( 1, 000 < 272 t 112 150, 000 1,000 c . 7, 000 3, 000 t 2, 000 f 8, 000 ) e42,000 Object of benefaction and remarks. For dining-hall. A cabinet. Dr. Lieber’s library. Memorial chai>el and indigent students. To found Douglas fellowship. For two annual prizes. For Jones scholarship. For Bull scholarship. For reference-library. For Sheffield Scientific School. ’ For Sheffield Scientific School. For Sheffield Scientific School. For Chinese and Japanese literature. For Chinese and Jai^anese literature. For department of political economy. For department of political economy. For cast of gates of the baptistery at , Florence. For post-graduate-scholarship. For support of one or more students. For Tyndall prizes in scientific school. For erection of second theological haU. To build a laboratory. To purchase apparatus. For rebuilding. To cancel debt. Chair of sacred literature. Chair of ancient languages. Allan Sisson memorial chair in physics. For two professorships. For dormitor.ies. For ladies’ department. Aid of ministerial students. For Hardy scholarship. Alumnus professor of mathematics. Woman’s chair of English literature. alumni, for the Woolsey fund. cNew building. d Pledged. e In sums from $1 to $5,000. 808 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY.— Statistics of educational Organization to which intrusted. Benefactors. Name. Location. Name. liesidence. Universities, &c.— Continued. Baker University . W ashburn College . Berea College . Centre College . Georgetown College . Concord College . Centenary College of Louisiana.. Bowdoin College . Bates College Colby University . St. John’s College . J ohns Hopkins University . . Western Maryland College . Amherst College . Harvard University Baldwin City,Kans . Topeka, Kans . Mrs. Ichabod Washburn . . Berea, Ky . K. It. Graves and others . . Danville, Ky. Numerous persons Georgetown, Ky . . . New Liberty, Ky . Jackson, La . Brunswick, Me. . . . Lewistown, Me . . . Westerville, Me. . . Annapolis, Md. . . . Baltimore, Md . . . Westminster, Md. Amherst, Mass . . . F. C. McCaUa . Community . Alumni of the college. . . . f Benjamin E. Bates _ William Wood . < Friends of the college. . . . 1 Judge Eedingtoii . t Baptist Educat’al Society. Various persons . Johns Hopkins, deceased.. Mrs. T. S. Eeese . Various persons . ' Subscriptions to fire-re¬ lief-fund. Thomas G. Appleton . Nathan Appleton . William S. Aiipleton . Massachusetts Soc i e t y for Promoting Agricui- ture. Anonymous friends . J ohn A. Blanchard, dec’d. Hon. George Bancroft _ Worcester, Mass .. Mr. Graves, Brook¬ lyn, N. T. Various parts of Kentucky. Scott County, Ky. N ear N ew Liberty Boston, Mass. Eutland, Vt. Baltimore, Md .... Easton, Md . Cambridge, Mass. John B. Barringer, dec’d. Schenectady, N. T. Tufts College Medford, Mass. . . . Williams College Williamst’n, Mass. Albion College . University of Michigan Albion, Mich . Ann Arbor, Mich . Hillsdale College Hillsdale, Mich . . . Olivet College . - - College, not yet organized Olivet. Mich . Minneapolis, Minul Hon. James Savage, dec’d Miss Lucy Osgood, dec’d. Mr. J. I. Bowditch etal.. John Parker, jr., dec’d . . . Subscriptions . Editors of the Harvard Advocate, class of 1872. F. H. Appleton . . Hon. Wm. Whiting, dec’d. Benjamin Abbott . i . Mrs. Mary T. Goddard. .. N. C. Munson . . A. C. Whitney, deceased, f Gen. John E. Wool, dec’d Hon. H. G. Knight . Eev. Henry Fowler . Class of 1851. . . Massachusetts .... Boston, Mass . Newton, Mass . Shirley, Mass . Lowell, Mass . Trov, N. Y . E. Hampton, Mass Auburn, N. T _ Class of 1852 . David Preston and others. Hon. Philo Parsons . j' Daniel M. Harvey . Detroit, Mich . Constantinople, Turkey. [ Free Baptist Convention 1 W. B. Palmer . Olivet, IMieli ' Sundry persons . Charles Macalester _ Philadelphia, Pa . . a Pledged. h Estimated value. STATISTICAL TABLES. 809 benefactions for 1873, <^’C. — Continued. Benefactions. Total. Endowment and gen¬ eral piii’poses. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar- shijjs, and prizes. Library and museum. Object of benefaction and remarks. $10, COO 2, 000 26, 000 BO, 000 15, 000 $10, 000 2, 000 $26, 000 Ladies’ boarding-hall. 80, 000 $15, 000 500 500 6 000 6, 000 6, 000 fal00,000 a50,000 <1 50, 000 G, COO Subscriptions of from $10 to $500. S 206,000 Subscribed. $1, 000 To endow female scholarships. -- [ 5, 000 500 $500 For the library. For new assembly-hall. 5, 000 3, 500, 000: 500| 1, 400 5, 000 500, 000 jS, 000, 000 500 1, 400 15, 330 5, 000 To make good losses by Boston fire. 2, 500 2, 500 > For decoration of Appleton chapel. j 3, 000 1 1, 000 For the botanic garden. 1, 000 3, 200 Establishment of gift of $10,000 for John Thornton Kirkland fellowship. For chemical department of Lawrence Scien¬ tific School. • 179,125 ' 28, 745 40, 000 ' 6, 000 6, 000 4, 200 For medical school. 50, 000 350 For organ in Appleton chapel. 200 100 For books for Bussey Institute. For Eliza Farrar scholarship. For scholarship. 5, 000 5, 000 ' 5, 000 > 56, 000 .500 For philosophical apparatus. For books. 500 c50, 000 f 5, 000 1 2, 500 1 100 1 1 > 13, 635 1 . 2, 500 1, 800 1, 000 To found a scholarship. To found a scholarship. To found Rossiter scholarship. Towards scholarships. 1 For the library. < 1 500 J 1 235 110, cool 500l 110, 000 500 1 1" 2, 500 i 10, OOO O o cT 01 1 . J 1 [ al7, OOC C . 1 ^ 2, 000 1,500 1 . 1 For ladies’ department. : ) 50C 100, 000 ! dl00,00C 1 . c Part in money. d Not in money. 810 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to Trliich intrusted. Name. Location. Name. IJivivEESiTiES, &c.— Continued. Benefactors. Eesidence. Carleton College Lincoln College . . St. Paul’s College . . St. Louis University - Washington University. Drury College Doane College . . Nebraska College, Dartmouth College Kutgers College College of New Jersey St. Stephen’s College Wells College . Hamilton College . . . Hobart College . Madison University. Cornell University. Ingham University . Manhattan College . Yassar College . University of Eochester Union CoEege, Syracuse University . . Trinity College . . Wake Forest College . . Ohio University . McCorkle College . Capital University . . Ohio Wesleyan University. Northfield, Minn.. Greenwood, Mo. Palmyra, Mo . . . . St. Louis, Mo . . . St, Louis, Mo . . . Springfield, Mo . . . Crete, Nebr . Nebrask a C ’y , Nebr Hanover, N. H _ New Brunsw’k,N. J Princeton, N. J . . . Annandale, N. Y Aurora, N. Y . . , Clinton, NY... Geneva, N. Y . . . Hamilton, N. Y . Ithaca, N. Y Le Eoy, N. Y . New York, N. Y . . Pou ghkeepsie, N. Y. Eochester, N. Y. . . Sch enectady , N , Y, Syracuse. N. Y. Trinity, N. C . . . Wake Forest, N. C. Athens, Ohio . Bloomfield, Ohio... Columbus, Ohio... Delaware, Ohio ... Miss Susan W illis . Mrs. William H. Dunninj Eobert Crane . Charles L. Ives . William Carleton . Sundry persons . . I Yarictis donors . Eev. T. G. Estes . Charles Green, esq . Not reported . rS. T. Drury . Atlantic and Pacific Eail- < way, of Missouri, and friends in Springfield, [ Mo., and other places. Thomas Doane . C Citizens of . . . . I Miss Wolf . ( Thaddeus Fairbanks . I Family of tbe late Edward <1 Bo:vlston. Estate of the late Aaron (, Lawrence. f James Suydam . J Various donors . j P. Y. Spader . i J. W. Schermerhorn _ ( Jolm C. Green . B nnamed benefactor . Estate of Philip L. Yan Eensselaer. Estate of Ex-Chancellor Zabriskie. Eobt. Yan 4.rsdale, dec’d. C Various friends . i Various friends . E. B. Morgan . Mrs. Lila Childs, (legacy). . Various donors . ( John B. Trevar . ) James B. Colgate . (Ezra Cornell . I Henry W. Sage . 100,000 1 J 12. 000 100, 000 ( d25, 000 j dl5, 000 12, 000 C . . 1 1 1 J 1 j 1 1 10, COO ' 3, 695 ^ 71, 000 ^ 57, 500 [ 23, 000 5, 000 5, 000 \ . < . 1 20, 000 5, 000 1,000 1 . a$45, 000 f 40, 000 1 . 11, 000 1 . 2, 500 'I 1 . 1, 000 1 [ . 3, 000 10, 000 c . ^ 13, 000 100, 000 68, 000 400 C 13, 000 \ 17,000 ( 75, 000 1 20, 000 <; 20, 000 20, 000 [ 20, 000 8, 500 100, 000 68, 000 800 i 200 e200 i 1 J 30, 000 1 1 155,000 j . t . 8, 500 3. 000 b3, 000 1,000 \ 7, 000 ( . \ . 6, 000 137. 773 137, 733 f . 1 ^ 180,000 I 10, 000 10, 000 I . 1 100,000 aOO, 000 3, 0001 6, OOOi 40. 000 4. 000 3, 000 6, 000 1 40, 000 4, 000 1,000 1 . . \ 8, 760' c . i 1 7, 760 10. OOf 10. 000 I . 1, 400! 1, 40C ) . Object of benefaction and remarks. For bell and fixtures. For chandeliers, lamps, &c. Eight hundred volumes. Colorado minerals and fossils. To found scholarships and towards endow ing professorship. For library. Prize in modern history and English grammar Chair of English literature and journalism. To endow librarianship. For observatory -fund. For library. To promote charitable instruction. For scholarships. Offered for university. For general purposes. ^45 in books. To endow Colgate Academy. To endow Colgate Academy. For purchasing works of art. For scholarships. For endowment and library-building. For books. For two professorships. f^In cash, lauds, and stock. Part in money. And for cabinet. 812 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Orsanization to Trhicli intrusted. Benefactors. Xame. Location. Name. Kesidence. UxiVEUSiTiES, &c.— Continued. Deni.son University . Hiram College . Western Eeserve College Ohio Central College . Marietta College. Franklin College . Muskingum College . Oberlin College . Heidelberg College . Urbana University . Otterbein University . Wooster University . ' . . . Wilberforce University . Antioch College of Yellow Springs, Green County, Ohio. Lebanon Valley College . Dickinson College . Haverford College . Villanova College . Lafayette College . Pennsylvania College . Franklin and Marshall College. . . University of Lewisburg . Allegheny College . Mercersburg College . Westminster College . University of Pennsylvania . Western University of Penn’a ... Waynesburg College . Brown University . Clafiin University . East Tennessee Wesleyan Univ’y King College . . Central University . Cumberland University . Maryville College . ' . Christian Brothers’ College . Union University . Fisk University . Vanderbilt Univer.sity . Hiwassee College . Austin College . University of Vermont and State Agricultural College. Middlebury College . University of Virginia . < Granville, Ohio . . . Hiram, Ohio . Hudson, Ohio . Iberia, Ohio . Marietta, Ohio .... New Athens, Ohio. New Concord, Ohio Oberlin, Ohio . Tiffin, Ohio . Urbana, Ohio . Westerville, Ohio. . Wooster, Ohio . . . . Xenia, Ohio . Yellow Springs, 0. Anaville, Pa . Carlisle, Pa . Delaware Co., Pa. . Delaware Co., Pa.. Easton, Pa . E. E. Barney and others. . . C George A. Baker . ^ Sundry persons . H. B. Hurlbut and others. . Members of board of trus¬ tees of college, f Marcus Bosworth . Dayton, Ohio . Cleveland, Ohio. .. Middleport, Ohio.. <; J. Munro Brown . I Friends . t A friend . Hon. H. D. McCarty and two others. New York, N. Y . . Various persons . V ariou s p erson s . . . V arions persons . C T. Merchant . ( Friends . f E. Quimby, jr . \ C. L. Bragg . Late Chief Justice Chase. . Mrs. Anna Kichmond and others. Various persons . Henry W. Drakely . J. F. Whitall . Late M. Cunningham . C George B. Markle . < John W. Holbrook . ( A. Pardee . Cincinnati, Ohio . . Washington, D. C. Baltimore, Md .... Montgom’y Co., Pa. Philadelphia, Pa.. Hazelton, Pa . Gettysburg, Pa . . . Lancaster, Pa . Lewisburg, Pa ... . Meadville, Pa . Mercersburg, Pa.. New Wilmington. Philadelphia, Pa. . . Pittsburg, Pa . Waynesburg, Pa.. Providence, E. I . . Orangeburg, S. C. . Athens, Tenn . Bristol, Tenn . Knoxville, Tenn .. Lebanon, Tenn. . . Maryville, Tenn . . Memiffiis, Tenn. . . Murfreesborough, Tenn. Nashville, Tenn. . . Nashville, Tenn. . . Near Sweetwater, Tenn. Huntsville, Tex... Burlington, Vt.... C The late Lewis Audenreid I Dr. J. W. Nevin . Deacon John C. Davis . Hon. J. W. Howe, deceased Various persons . Vance Stewart, esq . C Asa Whitney . i Miss Ehoads . William Shaw and others. Philadelphia, Pa .. Lancaster, Pa . Philadelphia, Pa.. Eochester, N. Y. .. Greenville, N. Y . . Philadelphia, Pa.. Pittsburg, Pa, Hon. William Clafiin . Various persons . Congregation of Abingdon Presbytery. Board of trade and citizens Mrs. E. C. Smith . Boston, Mass . Abingdon, Va .... Knoxville, Tenn .. - , Mo . Citizens Memphis, Tenn... Jubilee Singers . f Cornelius Vanderbilt .... i Colonel Eeynolds & others Sundry persons . Nashville, Tenn. . . New York, N. Y . . Tennessee . T. W. Park Bennington, Vt . .. Middlebury, Vt . . . Near Charlottes¬ ville, Va. C Late Capt. Juo.C. Baldwin \ Eev. B. Smith . ( Friends . I Isaac B. Carey . a Conditional. b Not in money. Orange, N. J . West Hartford, Vt.. Eichmond, Va ..... c Not yet paid in. STATISTICAL TABLES. 813 henefactions for 18?3, — Continued. ) i I J } > Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. Library and museum. $75, 000 $25, 000 c . $50, 000 10, 000 11, 500 \ 1, 500 1, 800 $1, 800 i, 200 1,200 $1, 000 1, 000 61, 000 { . 1,000 i 8, 000 L a50, 000 650 ' 500 150 10, 000 $10, 000 21, 000 21, 000 10, 000 5; 000 15, 000 5, 000 15; 000 C 5 000 12, 000 i 7, 000 C 25, 000 25, 800 i ■ : . 6800 10, 000 10, 000 2, 850 " 2, 850 12, 000 12, 000 ’ 100 100 10, 000 10, 000 2, 000 2, 000 30, 000 231, 000 ^ 1, 000 6250, 000 10, 000 10, 000 35, 000 37, 000 \ . ..... 2, 000 5. 000 5, 000 10, 000 clO, 000 500 500 1, 000 1, 000 c . 50, 000 60, 000 J 10, 000 6, 225 1, 125 4, 100 1, 000 3, 500 3, 500 4, 000 d3, 000 1,000 3, 000 500 2,500 250 250 14, 000 14, 000 50, 000 50, 000 20, 000 620, 000 2, 700 2, 700 5, 000 5, 000 13, 000 13, 000 20, 000 20, 000 ( 500,000 511, 300 1 11, 300 500 500 5, 000 5, 000 5, 000 5, 000 ^ 1, 158 2, 158 1, 000 C . 30, 400 40, 400 ) el0,000 Object of benefaction and remarks. To endow chair of mathematics. To endow library. Scholarship-endowment. Scholarship-endowment. For imize-fund. Endowment of a professorship. In books for library. For poor students. Endowing chair of mining-engineering. In building for scientific department. To endow professorship. Towards enlarging chapel. To aid indigent students. To increase endowment. To endow Whitney professorship. For library. For tuition of preachers. To endow Cumming-Painter professorship. To aid in purchasing site. Addition for art-gallery. Balance of legacy of §28,000. For scholartihip. To found twelve scholarships. d Pledged. eln land near Richmond. 814 KEPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to whicli intrusted. Benefactors. Name. Location. Name. Residence. UxmiRSiTiES, &c.— Continued. Hampden Sidney College . "Washington and Lee University. Richmond College . Roanoke College . College of William and Mary . . . Lawrence Universitj' . Beloit College . \ . Milton College . Ripon College . Howard University . SCHOOLS OF SCIENCE, {mining, engineering, agriculture, <£c.) Academy of Sciences . . Delavcare College . Maine State College of Agricul¬ ture and Mechanic Arts. Massachusetts Agricultural Coll Massachusetts Inst, of Technology Scientitic school, (not yet organ¬ ized.) ‘Anderson School of Nat. History | Worcester County Free Insti- 1 tute of Industrial Science. 3 Agricultural department, Dart¬ mouth College. Rensselaer Polytechnic Institute. Toledo Univ. of Arts and Trades . Hampton Normal and Agricultu¬ ral Institute. SCHOOLS OF THEOLOGY. Pacific Theological Seminary _ Theological Seminary of Oakland Theologic depart, of ShurtleffColl, Baptist Union Theological Sem’y. Chicago Theological Seminary . . . Presbyterian Theological Semi¬ nary of the Northwest. Garrett Biblical Institute . . United Presbyterian Theologic- 1 al Seminary of the Norihwest. 3 Wartburg Seminary ... . . a Not in money. Hampden Sidney, Va. Lesington, Va ... Richmond, Va _ Salem, Va . "V ill i am sb u I'g, Va . Axiijletou, Wis . . . . Beloit, Wis . Milton, Wis . Ripon, Wis . Washington, D. C San Francisco, Cal, Newark, Del . Orono, Me . f . 1 . Kentucky . Missouri . 1 . Louisiana . ^ . . 1 ( . Texas . Various donors . Col. Henry Culler . Various donors . . Frederick City, Md Various donors . Rufus Dodge, esq . Tbrfio friends . . . Beaver Dam, Wis. Beloit, Wis . i TTriends . .... Beloit, Wis . / ryArriff, . . New York . < Sundry persons . ( Sundry persons . Philadelphia, Pa . . Boston, Mass . James Lick . . Col. H. S. McComb . . Hon. Abner Coburn . Amherst, Maas. Boston, Mass... NewburypTt, Mass Penikese Island, Mass. Worcester, Mass. Hanover, N. H . . . C Isaac D. Farnsworth ^ William Clafiin . San Francisco, Cal. Wilmington, Del Skowhegan, Me . . . Boston, Mass.. Newton, Mass Unknown . . Wm. Wheelwright, dec’d. f John Anderson . < Mr. Galloupe . i Mrs. Shaw . C Hon. George F. Hoar . . . 1 Hon. Stephen Salisbury Hon. John Conant . Troy, N. T . . . Toledo, Ohio . Hampton, Va Late Gen. John E. Wool, U. S. A. Jes.sup W. Scott . Newburyp’rt,Mass New York, N. T . . Swampscott .... Swampscott .... Worcester, Mass Worcester, Mass.. Jaffrey, N. H... Troy, N. Y . . Toledo, Ohio Oakland, Cal . Oakland, Cal . Alton, Ill ... . Chicago, HI . . Chicago, Ill . . Chicago, Ill . . Evanston, Ill. L. A. Hitchcock, dec’d. Brimfield, Mass . C Mrs. Mulford . ) Almon White . Numerous friends . L. P. Phelps and others. Evanston, Ill. Goshen, Ind. . Hlinois Monmouth, Ill ... . Casstown, Iowa b In land in San Francisco. f Congregations of United J Presbyterian Church. I Sundry persons . . [ Dr. Morrison, dec’d . Sundry persons . c Conditional. STATISTICAL TABLES, 815 benefactions for 1873, tfc. — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. Library and museum. $13, 000 r $25, 000 50, 000 27, GOO 25, 000 1 . 1 . 70, 000 $500 $1, 000 10, 000 1 5, 000 1 2, 500 2, 500 a5, 228 6, 000 ( 2, 000 1,525 250 a&cl50,000 600 $500 ( . 1,500 1,000 1 25, 000 1 200, 000 ( (Z.50,000 1 < . ae20, 000 t 100,000 1 1 5, 000 40, 000 1 60,000 1 15, 000 1 /50, 000 ! 41,112 9, 841 » 5, 000 ) 1, 000 , < 4, 500 ' } 2, 500 \ /33, 153 ) . 8, 681 12, 265 500 3, 000 ) 500 1 788 ^ j 636 [ 200 ) 2, 300 1 1 Object of benefaction and remarks. $13, 000 127, 70, 000 000 3, 775 150, 500 170, 000 45, 60, 15, 000 50, 62, 5. 1, 7, 000 33, 3, 500 1,624 To endow chair of history and j political economy. | rp i. To endow chair of applied chem- 1 names To endow chair of modern Ian- f” gllcl^CS. I To en^ow chair of applied mathe- 1 y- matics. J To increase endowment and erect buildings. Tor buildings. To endow scholarships. For aid to needy students ; interest only to be paid for five years. Increase of endowment. For a gymnasium. For Grebel professorship. Seven hundred and fifty dollars additional pledged for the Whittier professorship. For modern languages. Also 450 books for the library. To endow Farnsworth rhetorical medals. To establish Grinnell prizes for excellence in agriculture. To establish sehool. To endow chair of languages. Leander Phelps’s scholarship to aid students. d Also gift of Penikese Island, e Also, large yacht well equipped f Part in money. 816 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to whicli intrnstecl. Name. Location. Name. Schools ok theology— Cont’d. Benefactors. Residence. German Presbyterian Theologic¬ al School of the Northwest. Swedish Lutheran Mission Inst.. Bangor Theological Seminary. . . . Episcopal Theological School . . . . ISIewton Theological Institution. . New Church Theological School.. Theological department of Hills¬ dale College. iJeremiah Vardeman School of Theology in 'William Jewell College.’ German Evangelical Lutheran Concordia College. German Theological School of Newark, N. J. Theological Seminary of the Re¬ formed Church in America. Theological Seminary of Auburn in the State of New York. ' St. Lawrence Theological School . Be Lancey Divinity School . Hamilton Theological Seminary. . Newburg Theological Seminary.. General Theological Seminary of the Prot. Episcopal Church. House of the Evangelists . Union Theological Seminary . Western Theological Seminary ? of the Presbyterian Church. > Theological Seminary of the Gen¬ eral Synod of the 'Evangelical Lutheran Church in the United States. Theological Seminary . Meadville Theological School.... St. Michael’s Seminary . Theologic’l Seminary of the Gen- ] eral Assembly of 'the Presby- i teriau Church in the United ( States. J Theological department of Central Tennessee College. Union Theological Seminary . Mission Institute . Nashotah House . SCHOOLS OF MEDICINE. Dubuque, Iowa Two gentlemen Iowa. Keokuk, Iowa . . . Bangor, Me . Cambridge, Mass. Newton, Mass. . . . Waltham, Mass. . Hillsdale, Mich.. (Robert McGaw, dec’d.. . . < Various donors . Benjamin T. Reed . . . '. . Two ladies . Anonymous . Merrimack, N. H. . Boston, Mass . Liberty, Mo. A lady. Missouri St. Louis, Mo . Bloomfield, N. J. . . Church-congregations . Missouri, Ohio, and other States. Individuals and churches. New Brunswick, N. J. Auburn, N. T _ ( J acob H. Ten Eyck, dec’d . < .lohn Clark . ( Peter Cortelyou . Various persons . Albany, N. T . N. Brriusw’k, N. J Six-Mile Run, N. J. Canton, N. Y . Geneva, N. Y . Hamilton, N. Y ... Newburg, N. Y . . . New York, N. Y . . ( L. A. Goodno . < Miss Mary Cook. ( Mrs. Mary Glenn John H. Swift _ Various persons. . . Various persons. . . Various persons. . . Watertown, N. Y . Pompey, N. Y . Nyack, N. Y . NW York, N. Y . . New York, N. Y . . New York, N.Y .. Allegheny, Pa ... . Gettysburg, Pa . . . Stuart Brown . ( James Brown . j W. E. Dodge . Cis. Butler . S. H. McAlpin . 1. Cahill . Rev. Chas. C. Beatty, D. D. Prof. M. W. J acob us . < Charles Arbuthnot, esq. . . Henry Lloyd, esq . I William Forsyth, esq _ (.Robert Beer . Jacob Rang . New York, N.Y .. New York, N. Y .. New York, N. Y . . New York, N. Y . . New York, N. Y .. Bucyrus, Ohio . Steubenville, Ohio. Allegheny, Pa . ... Allegheny, Pa .... Pittsburg, Pa . Allegheny, Pa .... Pittsburg, Pa . Cumberland Co., Pa. Lancaster, Pa. Meadville, Pa . Pittsburg, Pa . Columbia, S. C _ Nashville, Tenn .. Mrs. John H. Smaltz,. Mrs. Ward and others f Rev. I. W. Moore . I. S. Byington . <; William Ramsay . Colonel John 1. Gresham.. iRev.S. R. Wynkoop. . V arious persons . Lancaster, Pa. Des Arcs, Ark. ... Montgomery, Ala . - . Ny . Macon, Ga . New York, N. Y . . Hampden Sidney, Va. Herman, Wis . Nashotah Mission, Wis. Mrs. Rebecca Park, doc’d. . - . Ky. German Reformed Synod . of the Northwest. Miss Maria Robins, dec’d . . Metuchin, N. J _ I Indiana Medical College . Maryland College of Pharmacy .. New England Female Medical College. Indianapolis, Ind. . Jno. S. Babbs, M. D., dec’d. Baltimore, Md . Boston, Mass . John Templeton . Indianapolis, Ind. . Cambridge, Mass. . STATISTICAL TABLES, 817 hcnefactions for 1873, cfc. — Contiuued. Benefactions. Total. d o tJO . o “ 2 "S d Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. Library and museum. f 155 300 300 1 4, 000 3. 000 l^OOO 30, 000 §30, 000 3, 000 2, 000 $1,000 '625 'C25 3, 000 3, 000 2, 500 2, 500 9, 000 9, 000 GOO GOO 10, 000 ^ 17, 500 5, 000 I 2. 500 47, 838 ) 47. 838 { : 1, 000 ^ 4, 000 1, 000 1 I 2. 000 1,000 1,000 17, 839 17, 839 7,000 7, 000 3, 500 3. 500 30, 000 I a30, 000 §300, 000 10, 000 ^ 340, 000 5, 000 J 25, 000 1 5, 000 1,000 1 500 > 8, 200 500 500 1 .500 J L . 200 1, 200 1, 200 5, 000 5, 000 5, 283 5, 283 500 500 1 1 800 500 } 5, 743 1 443 ( 1 3, 000 J ■ 1, 000 100 ’ 100 1,000 1, 000 2, 000 2, 000 5, 000 5, 000 5, 000 $5, 000 800 800 2, 000 2, 000 Object of benefaction fftid remarks. For now library -building. To support one student. Support of indigent pupils. For text-books for indigent pupils. To educate indigent students. For professcrshii)s. For two scholar ibips. |>For library-building. J To aid students. For students’ fund. For students’ fund. For a scholarship. To complete Wynkoop scholarship. To aid indigent students. To found a scholarship. For medical library. To establish departm’t ofanalylical chemistry. 52 E a Xot in money. 818 REPOKT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to ‘whicli intrusted. Xame. Location. Xame. Benefactors. Besidence. Schools of jiedicixe— Continued. Kansas City College of Physicians and Surgeons. Medical departm’t of Dartmouth College. Cincinnati College of Medicine and Surgery. Starling Medical College. . Woman’s Medical College of? Pennsylvania. j Pennsylvania College of Dental Surgery. INSTITUTIONS FOR SUPERIOR IN- STRUCTION OF WOMEN. Alabama Conference Pemale Col¬ lege. La Grange Pemale College . Bockford Pemale Seminary. Indiana Pemale College. Mount Holyoke Pemale Seminary. Meridian Pemale College . Pemale College, (notyetorganized) Lindenwood College for 'Young Ladies. Adams Pemale College . St. Agnes School . Packer Collegiate Institute . Ontario Pemale Seminary . Wilson Pemale College . Pittsburg Pemale College . Washin^on Pemale College ..... Vermont Methodist Seminary and Pemale College. Martha Washington College . HoUins Institute . Wisconsin Pemale College . Kansas City, Mo.. Hanover, K. H _ Cincinnati, Ohio . . Columbus, Ohio... Philadelphia, Pa.. Philadelphia, Pa . . Tuskegee, Ala _ La Grange, Ga _ Bockford, Ill . Greencastle, Ind .. S’th Hadley, Mass Meridian^Miss. . . Mexico, Mo . . St. Charles, Mo . . . , East Derry, KH.. Albany, N. T . Brooklyn, K. T _ Canandaigua, K. T. Chambersburg, Pa. Pittsburg, Pa . W ashin ^on Coun¬ ty, Tenn. Montpelier, Vt. . . . Abingdon, Va . Boanoke County, Va. Pox Lake, Wis.... Howard M. Holden State legislature... M. L. Amick . Tyne Starling . f Isaac Barton, dec’d . I Dr. Ann Preston, dec’d... )I)r. B. LDodd . I Various others . Charles Hamilton, dec’d.. . Alabama Conference. Sundry persons fM. S. Bebb.... 1 John P. Manny and others I Kame -withheld . I Graduates and friends •Citizens . ^ . i'Dr. D. S. Clark . Kame withheld . A. L. Williston . . ! Dr. Jonah Kittridge, de- ] ceased. Miss Phoebe W. Hazle- 1 tine, deceased. Various donors . . Hon. Charles Hardin . . Mrs. A. C. MacGregor. Samuel M. Kiel Various persons Kansas City, Mo Concord, K. H. . . Cincinnati, Ohio Columbus, Ohio. Philadelphia, Pa Philadelphia, Pa Cabinet, Pa . Pountaindale, Dl. Bockford, Ill . Bockford, HI. K orthampton. Mass Glastenbury, Conn. Mexico, Mo . East Derry, K. H. . Pittsburg, Pa. INSTITUTIONS FOR SECONDARY INSTRUCTION. Laurel Hall . Mill’s Seminary . . Morgan School . Connecticut Literary Institution. Woodstock Academy . Samuel Bailey Male Institute. . . . Chicago Seminary . St. Mary’s School . Princeton High School . Waveland Collegiate Institute... Sayre Pemale Institute . Maine Wesleyan Seminary . Williston Seminary . . San Mateo, Cal. . . . Clinton, Conn . Suffield, Conn .... Woodstock, Conn . Griffin, Ga . Chicago, Ill . Knoxville, HI . Princeton, HI . Waveland, Ind. . . . Lexington, Ky . . . . Kent’s Hill, Me. .. Easthampton, Mass William K. Garrison, W. H. Baymond . . Charles Morgan . . Hon. H. C. Bower et at. Samuel Bailey . Geo. C. Dean, deceased Hon. James Knox _ I" illiam Cullen Bryant. Various persons . E. D. Sayre . Mr. Bea'rce . . . Samuel Williston . a Hot in money. Kew York, K. Y . . Oakland, Cal . Kew York, N.Y .. Griffin, Ga . Dubuque, Iowa . . . Knoxville, Ill . Boslyn, if. Y . Lexington, Ky .... Kent’s Hill, Me . . . Easthampton, Mass STATISTICAL TABLES. 819 'benefactions for 1873, fc. — Continued. Pcnefactions. Object of benefaction and remarks. Total. Endowments and gen¬ eral purposes. Grounds, Luildings, and apparatus. CO 1 0 CO CO 0 u Ph Eellowsliips, scholar¬ ships, and prizes. Library and museum. $1, 000 $1, 000 Income-prize for superiority at final examinar tion. 5, OOg $5, 000 Eor medical building. 500 a$500 Specimens for museum. 35, 000 1 $35, 000 To establish a medical college. r 6, 500 I > 28, 300 1 3; 800 1 9 000 j [ 9, 000 1 000 1 noo 4, 000 4 000 To educate children of preachers. 1, 000 1 000 alOO Plants and shells. 1 al80 Cabinet-cases. I 1, 200 Eor department of natural science. I" 4, 880 $2, 500 Endowment of principal’s chair. 1 800 Improvement of grounds. J 100 Eor lectures. 100, 000 I 100, 000 500 Eor indigent students. 1 7, 500 Eor science and art-gallery. 1 24, 000 1, 000 15, 000 Eor scholarship-fund. 3, 000 3, 000 To improve buildings. 40, 000 1, 000 40, 000 500 200 300 To found a female college. 1,000 1, 000 30, 000 30, 000 1, 000 1, 000 '-Eor a scholarship. 125 125 300 300 1, 000 1, 000 For payment of indebtedness. 2, 500 2, 500 Eor payment of indebtedness. 20, 000 20, 000 16, 000 16, 000 To increase capacity of institution. 1, 000 1, 000 Out of $6,000 subscribed. 1, 200 1,200 Support of indigent^students. 350 350 5, 000 5, 000 Eor two scholarships. 111, 500 50, 000 61 250 250 15, 815 15, 815 For building for femalcrdepartment. 10, 000 610, 000 1,500 1, 500 To pay debts. 5, 000 5, 000 c . 10, 000 To enlarge building. 1 14, 000 \ . 4, 000 To enlarge building. 500 500 For annual prizes. ' 14, 000 14, 000 3, 400 3, 400 To enlarge building. 20,,0(l0 20, 000 Eor building Bearce Hall. 17, 500 0-17, 500 h Part in money. 820 REPORT OF THE COMMISSIONER OF EDUCATION Table XXIY .-^Statistics of educational Organization to 'wliicli intrusted. Benefactors. Xame. Location. Xanie. Eesidence. Institutions for secondary INSTRUCTION— Continued. Leicester Academy . Pierce Academy . Worcester Academy . Stevens High School . Phillips Exeter Academy . Penacook Academy . Erancestown Academy . Kingston Academy . Kinaball Union Academy . Peterhoro’ High School . Christian Institute . Princeton Preparatory School - Attica Union School aiid Seminary Cayuga Lake Academy . St. Peter’s Academy, (parochial school.) Cazenovia Seminary . Starkey Seminary . Glen’s Palls Academy . Cook Academy . Hempstead Institute . Troy Female Seminary . . . Western Keserve Seminary . Bishop Scott Grammar and Divin¬ ity School. Beaver College and Musical In¬ stitute. Lake Shore Seminary . . Academy of Our Lady of the Sa¬ cred Heart. Westtown Boarding School . East Greenwich Academy . Barnes Institute . Goddard Seminary . Castleton Seminary . Jericho Academy . Lyndon Literary Institution _ Burr and Burton Seminary . Leesburg Academy . Clarksburg Graded School . Female Seminary, (not yet organ¬ ized.) Bochester Seminary . St. Mary’s Academy . Wyoming Institute . LIBRARIES. Odd-Fellows’ Library Association Pioneer’s Society . Young Men’s Christian Associa¬ tion Library. Library of the Xew Britain In¬ stitute. Bill Libriiry . Otis Library . Siengerbund and Library Society Louisville Library Association. .. Odd-Fellows’ Library . a Pledged. Leicester, Mass Middleboro’, Mass. Worcester, Mass. . Claremont, X. H . . Exeter, X.H . Fisherville, X. H. . Erancestown, X. H Kingston, X. H ... Meriden, X. H - Peterboro’,X. H .. Wolf boro’, X. H. . . Princeton, X. J . .. Attica, X. Y . Aurora, X. Y . Brooklyn, X. Y - Cazenovia, X. Y. . . Eddytown, X. Y .. Glen’s Falls . Havana, N. Y . Hempstead, X. Y. . Troy, X. Y . W est Farmington, Ohio. Portland, Oreg . . . . ^Beaver Co., Pa... Erie, Pa . Harrisburg, Pa . . Westtown, Pa .... E. Greenwich, K. I. Galveston, Tex . . . Barre, Vt . Castleton, Vt . Jericho, Vt . Lyndon Center, Vt, Manchester, Vt . . . Leesburg, Va . Clarksburg, W.Va, Beaver Dam, Wis. Bochester, Wis . . . Denver, Col. ... Laramie City,Wyo Friends. Various persons .. Various persons . . Paran Stevens .... Miss Martha Hale John S. Brown _ Bev. H. Brichett . . Peter French . Various persons . . X. H. Morrison _ -, Pa Pa Xew York, X. Y Boston, Mass - Xew York, X. Y Kingston, X. H . Baltimore, Md . . Henry G. Marquand . Hon. E. S Stevens . Hon. E. B. Morgan . f Congregation" of St. Pe- < ter’s. C Heeny’s estate . Mrs. Mary E. Xourse . < Caroline Forman . ) Bev. George Searles . Citizens . Col. E., W. Cook . E. Hinds, A. M . . Citizens . . . John Xorris . Xew York, X. Y Attica, X. Y _ Aurora, X. Y _ Brooklyn, X. Y.. Brooklyn, X. Y.. Sauquoit, X. Y . . Citizens ^ John F. Draw . ) Various persons . Educational convention of Erie Conference, Pa. Various persons . . Glen’s Falls, X. Y . Havana, X. Y . Hempstead, X. Y. . Troy, X. Y . Mesopotamia, Ohio Portland, Oreg. . . . Beaver, Pa . C Jesse George, deceased ) William D. Cope, dec’d. Twenty -five friends . Am. Miss. Association . . ■ Philadelphia, Pa . Charles E. Jackman Besidents . Castleton, Vt Jericho, Vt .. Henry T. Harrison . Eufus Dodge, deceased. . A. J. Bussell and others. Leesburg, Va - Beaver Dam, Wis Bochester, Wis . . . San Francisco, Cal San Francisco, Cal. San Francisco, Cal. Xew Britain, Conn Ledyard, Conn. Xorwich, Conn. Belleville, Ill... Louisville, Ky . Baltimore, Md . b Xot in money. James Lick. Xot given... San Francisco, Cal c Part in money. STATISTICAL TABLES, 821 lenefaciions for 1873, Ac. — CoutinuccL Eeucfactious. $25, COO 10, 000 50, 000 40, 000 2, 000 40 25 3, 000 3, 800 2, 000 5, 000 30, 000 5, 080 856 10, 000 500 2, 500 125 451 1,000 50, 000 5, 000 2, 875 18, 000 19, 000 2, 500 15, 000 19, 500 1, 25 3, 000 500 1,500 2, 500 1, 500 800 20, 000 565 1,000 200 3, 864 150, 000 12, 000 10, 000 87 535 570 to r: o C CO a o I ^ c 3 alO, 000 19, 000 c2, 500 20, 565 698 • Grounds, buildings, and appai'atus. Professorships. CO 2 o 0.2 tyTrS ■S' ^ IS Library and museum. $2, 000 6$40 . 62, 000 . 5, 080 . . 1 . 1 . 1 . 125 1 . 50, 000 1 . 1 2, 875 C 10, 000 1 8,000 ) . J . 5 ) . ) . ) . ) . ) . ) . ) ., . 600 3 . 3 . 61, 500 ) . ) . 3 . 1,000 200 1 . . . . . 6del50, 000 3 . ) . 7 . 5 . 3 . 3 . Object of benefaction and remarks. I Mcmorial-fimd in memory of Eev. Dr. Xelson, To found a scliolarsbip. Chemicals and apparatus. Philosoi)bical cabinej; and apparatus. To found the school. For tuition. For chemicals and apparatus. Payment of teachers’ salaries. For buildings. To pay debt. To establish a seminary d Land in San Francisco. e Conditional. 822 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIV. — Statistics of educational Organization to which intrusted. Benefactors. Name. Location. Name. Besidence. Libraries— Contintietl. American Academy of the Arts and Sciences. Congregational Library . > _ Boston Athemenm . Library of the New England His¬ toric-Genealogical Society. Mechanic Apprentices’ Library Association. Charlestown Public Library . Public Library . Sawyer Eree Library . . Appleton Library . . 1 . . City Library . Westfield Athenaeum . Town Library . . Weston Town Library . . Free Public Library . New Hampshire Historical So¬ ciety Libraiy. Dublin Juvenile and Social Li¬ brary. Hollis Social Library . City Library . . Library of the Young Men’s Chris¬ tian Association. Young Men’s Christian Associa¬ tion Library. Washington Heights Library. . . . Astor Library . Young Men’s Christian Associa¬ tion Library. Athenaeum aiid Mechanics’ Asso¬ ciation. Young Men’s Mercantile Library Association. Excelsior Library . Young Men’s Christian Associa¬ tion Library. American Baptist Historical So¬ ciety Library. Young Men’s Christian Associa¬ tion Library. Mercantile Library . Library at Heston ville . Young Men’s Association Library Kingston Library . Lonsdale Library and Beading Boom. Bedwood Library and Athemenm. Providence Athemenm . Washington Libraiy Comjiany. .. MUSEUMS OF NATURAL HISTORY. Museum of Wesleyan University. Museum of the Boston bociety of Natural History. Museum of Comparative Zoology at Harvard College. New Hampshire Philomathic and Antiquarian Society’s Museum. Museum of Madison University.. Ohio Wesleyan University Mu- senm. ^Museum of Brown University . . . Cutting’s Museum . Boston, Mass. Boston, Mass. Boston, Mass. Boston, Mass. Boston, Mass. Charlestown, Mass Concord, Mass . . . . Gloucester, Mass. . North Brookfield, Hon. Wm. Whiting, dec’d Mr. Sawyer . 7 . Massachusetts . . . , Springfield, Mass Westfield, Mass. . Westford, Mass . . Weston, Mass _ Worcester, Mass. Concord, N.H.... Dublin, N. H. Hollis, N.H... Manchester, N. H . Bridgeton. N. J Oliver Dean, deceased. Buffalo, N.Y.... New York, N. Y New York, N. Y .. New York, N. Y William B. Astor New York, N. Y . Bochester, N. Y. , Cincinnati, Ohio. , Springfield, Ohio . Erie, Pa . Philadelphia, Pa . . Philadelphia, Pa . . Philadelphia, Pa.. Philadelphia, Pa . . Bristol, B. I . Kingston, B. I _ Lonsdale, B. I . Newport, B. T - Providence, B. I .. Washington, D. C. Isaiah V. Williamson . . Jesse George, deceased. Philadelphia, Pa. Middletown, Conn. Boston, Mass . Cambridge, Mass Contoocook, N. H Hamilton, N. Y Delaware, Ohio Providence, B. I Lunenburg, Yt... a Pledged, STATISTICAL TABLES. 823 benefactions for 1873, fc. — Contiuiied. Benefactions. Endowment and gen¬ eral pui'i^oses. Grounds, buildings, and apparatus. CO CO o CO OQ p Eellowsbips, scbolar- sbips, and prizes. Library and museum. §1, 000 25, 000 1, 976 1,306 2,000 100 ' $1,000 . 5, 000 200 31, 000 1, 000 100 100 500 2, 500 1 45 1 100 1 5, 000 1 120 1 5, 000 ; 48 1 2, 000 1 2, COO 200 800 ICO 500 216 a60, 000 / &40, 000 10, COO 250 40! 157 275 300 1,000 100 1,455 125, 000 425 100 1,500 3, 000 100 Object of benefaction and remarks. To keep fountain in repair. b In lands in Clinton County, Pennsylvania. 824 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIY. — Statistics of educational Organization to wliicli intrusted. Benefactors. Xamc. Location. \ Xame. Kesidence. IXSTITUTIOXS FOR THE DEAF AND DUMB. Kentucky Institution for tlie Ed- ucatiori of Deaf Mutes. Maryland Institution for the Ed¬ ucation of the Deaf and Dumb. Pennsylvania Institution tor the Education of the Deaf andDumb. IXSTITUTION FOR THE BLIND. Tennessee School for the Blind... MISCELLANEOUS. Southern States . Danville, Ky . Erederick, Md .... 1 Philadelphia, Pa. Kashville, Tenn. . . Daniel Cozatt . Mrs. Bitzenberger, dec’d . . f Jesse George, deceased. . . ( Isabella B. Truman, dec’d. Judge John M. Lee . Peabody fund . Mercer Co., Ky . . . Erederick Co., Md. 1 Philadelphia, Pa . Kashville, Tenn. . . Boston normal schools for fe¬ males. Boston Asylum and Earm School. A freedmeu’s school . . Boston, Mass . Boston, Mass . Hot given. _ John H! Eastburn, dec’d. . . John H.’Eastburn, dec’d .. Withheld . Boston, Mass . Boston, Mass . Union School and Children’s Home. Philadelphia, Pa . . Deacon John C. Davis . Philadelphia, Pa . . STATISTICAL TABLES. 825 benefaclions for 1873, cfc. — Contmiied. Benefactions. $300 1, 000 2, 500 : 15, 000 135, S40 1,000 5, 000 10, 000 1,000 $1, 000 1,500 1, 000 srT bo S . ^ 37 50 ^ 3 3 P 5 52 CO o o Followsbips, scholar¬ ships, and prizes. Library and museum, j ! $500 «$15, 000 1 . Object of benefaction and remarbs. For library. To aid iiupils. Given to American Baptist Home Mission So¬ ciety to endow some freedmen’s school. a Hot in money. T.U3LE XXV. — riibVications, educational, historic, c^-c.,for 187o; compiled, f rom puhlislier s’ announcements, hrj the United States Bureau of Education. 826 REPORT OF THE COIMMISSIOXER OF* EDUCATION. STATISTICAL TABLES. 827 Table XXV. — riihlicalioiis, educational, historic, ijo.,for 187o, (^c, — Coiitiuiiccl. 828 EEPORT OF THE COMMISSIOXER OF EDUCATION. CJiln STATISTICAL TABLES. 829 Table XXy.’—ruhlicationSf educational, kistorio, ijG.,for 1873, r: r-i Cl noi'sa 7in o o > > 00 00 * ■ c 6 ce 00 ^ CO '-0 g p s 00 CO ; rl O T-i ' I Ib g n d £ . o a'^ ” i . =? 2 «-e o o ^ 3 p, -S^ pgl M cS t>vo p:m lies <0^ li a 'il w <.gw ■ o hi P-. I^Sh o§ r®.S - f^^^ OC.H - - o Qj tea on I ® G a ‘ ^ a ® - a O g 2 O fc—a . hrO ®Wra’« o ^ g a-?- l2.3iS^ !=i lS ® ® fs -P ® S-c a'^.g^S § a ffl . - 2 « ® 2^-P 5PP.S o^P^-^ ^ pWS22"=l^-te ga^-^'-^o§2 „ ^ a a .3 -S O M 2 C^H ro O ■a o’:3 ra "a , , c3PQ^qC3^0 j g-| ajO 3® cHjc'I £3p4 I ® iM .a R 3 T P R o J ® -R -Sas I "o Q od“ ^'r as f-< ^ ® t3 mR g g o.g 'a as .Sti Ra Cm a ® ^ ro I J o ® ■ ri R : ® M M "PcS >' :Hp^ ;g : ■§ •^- g 3 a p P ^-al^i P-H aftPpq|>3 Mc5 po P'S ®4f I'S p; o a O-S ® ®Sf>52^.®©£g' j a a 3 P,;td os P a ^ HmCm RH pi( 2il :h 83^ ©R .2 3. ro ® «-Sg|R Pa-S -S ^ ®^3 > Sags® kRRR^ o o o o o o S p Rrg vi R >-.cy ;o i :'aO Ss pqR 1 ® aM+s ® a g 0-3^3 or®p-i® cco’^as a a Q Q Q 3 O orR®2 w gi R Rr Irr R R a r3 p CO g *= o © a - ® ® O rr2^23R rr O Of >^,- o a g cR a 3 P ^ 3 f-T ® ® ®RR .a STATISTICAL TABLES. 831 Table' ’XXV.—ruhlicaiions, cdacaiionaJ, historic, ^-c., for 1873, c» o> C5 LO ffl cs ocooii oos't ooqoqocxjqo 00 00 OOOCOOOOOIOJ C? 00 o ■to -a if ia : ^ e tD oc a S 2 -a" a © >r bc-^ a a 0^3 C O X i|iS§ .as g-2.2 1 2-2^ ' 2 I 5 :;=^ :P • I a . o Px X is K« =-^ II •H >; ^J| t>;JU ' X ® s ^ ioP o f/ ©ra ©S^ - X CO . rC ^ ag^^l --Saj ■falls "S Hr5 ^ :2 S ® cg.y :s I >2 ;a ' 'as P'1 a- a 2 ^ : g ^ X cj„- j © ©s ©3 fcf-a . ©^H -t^H Ora o 0 ;P ,^ii |§.-H E Jh g ^ ^ aPf P I M .2 3 g-sas^ og -as o a « © P a 2 ro H P 5 X & C2 ‘tn >;.P ^ si a e® -2 arS a Ora^ Or*.2 cq^oiP'aStiga .2'^t3 c3i-iKwt>Nk.*— V4cii— isf fcbtp >3 S^'P^P ©2^.2^ g =1 'a gi^-a !>; S-Ss o o «J43 >2^ >,3 ^-2 a g r.g^H,- ai,?s‘^'^..P sf '^Hs'a g'.3 rt .:2^'a®P'r ^ aS a^> r-H W 1 s A w c o o >>>>>>>>> C»QO-jCCQOODCOGOQOCO ooooqoxjooooqoqoooqo o 3 > 3 CD to . P O 00 00 -jg ^ ® a" s t> cS M s tJC S O 2 o ^ e a 02 H o.iii a g ® Ph « a Is 03 ! o ' ' oj an : g s •Vi ^ c 5? >5 -g o «}■ o _ a ... _-^'3 ^ ai ^ a ■ rt g 2 S'BS^ilg - 5 g, r2 C a a J 03 g; ^ Ps ® ^ F ' - ® am 23 r^-S ^ '®''S "fa c A t: 2 .2 3 S a'^ 0.5'®^ >=^ G Ph<1 ^ (T) 32^ 2cd P^rs^ -W F^l I , d- ® o ® 1 ® a 2iSaK.-pS^§“^22 ' £ ® g I E:*='A ® ? cS 03 t»0 * O 2^ H i hs-g a a a^ o -- >-H 03 §0 •S -3 Sd.2 P-a a "a a^a 3 ® >5 a 0= 3 3 S ® i>o o ® O' t>;,a 03 O ^ 1 fcJD 03" O ti af >, 2 - a" ® o 2 !Sa|2c2|g^^^a^gS>^§' :|lf|§&ig>fiSS^IIap i^PH^gop^aq /oaaoF^.^^aoa „• o 8 ® Q J p Cl 5 ^ ^ Ji ’z: o ^ ^ C ^3 ra C 2«|g a-ag ^ «r-a3 oA a ® <» a^ ® 5-2^A 2 Sft.&s-g ®'2 « ®« ^ s *s ^ S)^ ^ ^ M § 5 ^ 5 "5 S)"^ ^ ^ c^ P b 'SF o c-''^ b ^ c^pblS *2^ .£■ ^ P J C ^ ® § ® O A ■^I^Sr-"'^ o ai a^H ®"S m rf^ ® aF.jH'aO,^ >JoA ® 2 ^ a% a g^-a P a® yjo^^.a-a a saISssp i'Sl^ 03" fc-.l^' g-p •FH C/J ^ , 11=' & a’ o ®.2 -t^ m a 03HO^ .2 a ? = P Si a. a s a as a a ^ 53 >j^. .(>1 a '^• AAAA a §AA :o<1 ; S o o c o o c p;pppsp o o a ® i t! a Ps O ® o c5^ o tn «<3 ® oAb- ® p e^ -p pp o o o ppp o o pp o o o o o o o pppflflpfl STATISTICAL TABLES. 835 Table XXV. — Publications, educational, hlsioric, ^'C.,for 1873, ^■c.—Coutiuued. 836 EEPORT OF THE COMMISSIONER OF EDUCATION. II rs SI O O => C5 O O lO o o t- o o rl (M rH m SI a 5 s 2 > 3 00 00 poo c5o ao CO o 2 a o S3 333 3 S< SI 00 3! SI o > 3 00 SJ o O d^-| ^ a o ^Ja ^ a * Q a a t. a J-r > a'iSay a 3 _p ^ o' a. ^ ; pi; o . ^o3 “ rt 32 . .’l^-a^la'^i n- ss '5 SO 02 riaT o ll CO - la® I 2;a go g I I S 3® a o^ t- c ©c; a'sJ 'O 032 S a ^ a 02 " ’3 0-1 .3 -t=> 2 a ® a;?; .|zi^ a ? a g a® ©3 c ®'a'^ aO Ph Mp^t> ;> a a;;;.a iF.i|5ii5t a Q a -a w o r— a ry 'CSoOMao-a^H |p£l gp S >1 OrSas >-V ! M .3 O ^ -gj, 2 Cr32 ” H *r< 2 ® S<1 - ® a 30 g r O^^'o; a 35 a a a ^aoag^tgigl ^ CO O ® © C ^ ^ rt © □ O ^ C5 3 = g3§a^3>?,S5 l2ll.s°3|s5|2 :^r|s.g2a;ag|g32ssg : gpp-^ S|H ®M aP co-<^H OHO d.S S a a Is^J I i a 2 a— 01 ^la'g ^ I PSSP 3" ^O ^P-l b£-d tlp gl ^ O § § ^ Spill I .5 220®^ 3c® al.S'i; l^sSll 1 i oil a-g ®l| a^-22 a 02 1 a P a a (E cs ^ &-I ® © O H ® ^ _ S'^ tPa2 ® 9 ® » ScP a 2 S a-;i g-o a =20^2 o g ^ © a S ^ ®OaJ ®^ a ^ ce-d © -a .a ;3;o;3|^Qg P t> a P ^1 ®2 aP p ll” I p I a" 'a. :p . . .11 j gP ® o § a 3 a o ^P a ® a 2' • sg.a ><1 3P ® ^ -a aU ^ 2 a^a2 © o 2 ©^P a I pP -ii>®a._rt^. ‘H 3 ®^ p2 a ■ a M _ H CC o cc ^ as ^ X o a a ^ ^ a ^ a p -P arv p p O J HO OH o a o 000 rCOSaJ 'OT5X! :p Pp a PP ^ II 044443^ 4 4444444 444 4 aa aa a^^ !-ii> 5'" « I 'S aa' .-j I a laaaaaa a aaS^i|-5 I- « Table XXV. — PiibVwations, educational, Imtoric, 4c.,for 1873, ^c. — CoiitiiiueiL 838 EEPORT OF THE COMMISSIONER OF EDUCATION. I oi ^ cc rs c? o irsCOfTlCiOiO COrJ^^OCUiHCO O ^ ZS) P zz r- c"- GO i.-: r* o r5 CO CO' :o o LO 00 ^ g Jo 00 ^ c o o o o > > > > > CO 00 00 00 00 § i c § o 3 3 > B > ui (M X ;( 00 o o > t> CO CO >> • • • !>'.r5 goocS^ ooooiJo pXXXp/Ci XXXXOIX .2 m ® O 3 .2P In H I d •a ® .® cc P^ a? S 2 2 ^ PP'^ . ® . I 0*^3 g .2 i-Pi-P Sv2 3 .a • •■gO-r 'sd I sN o.g 2 5 • r * C 05 ^ ■si a ^ p 'o a .a -I ai o .:2q|o ^•^.a 02 t>.«2 ;a2 I ® a >; te* 2-“ W a • ® ® >-.4^ fcjca a .3 I Si® ^•|h li^-^ H o-'^ij . ® .a a •- ^0-2 - 1 g ar.2 >> te H ^ I 3 2 I ® ■ UJ ' boaW ® |P^ s® .-Ph l-lglsN's a J''aj 2t>:®'^'+^t>j aa c3 )sP bt.^ a .a as & ^'-^-i as 33' a I S£i^^2 ^ 02 O d ® >-. b- . ^ 5< -e r-- bX) ^ ;d ■£ O a 3 Ps a o § § as s.-. • a ® ® ■^ -'■ '■^a^ >-. ^'CrK >.a a ®> 2.® a 05 or . .n cd ^ 'S <0 o >,2 93^5? ^ i2 a a .32 a-3.s SI'S ^if'S'iiss.s^isaa-JiS -^5stS|>.|.s-g|||ib'5--«°-'^ 3 Br< ‘^'‘^92^2 S F-P !c 2 s:-®N S P' a . o a -“02 , ^^'®-ai.^ “22®::^5 - 2 .2 S 3 a a -^gaao ®‘2a3 ® r a3 P ^7*02^^®:; a.- „ q •a:3 52 ^g^®g°3|o3.2J°PpT. oa ^:^aP?Pa ® a S .-®333 H (52 So®^|? D ® '2 a 3 ® •“ "S B o2bc3-g®(4 >.g.as®--d •“ r- >>®as32 g 2 ® « r -Sd^-n^2 :Sp^®gS 3 ^ '-' o a l:3 'a w aaaso®^ m2.23P3 |®o§3 M .. r> 05 P o o 3- 1^ ^ S^-d a °'Sf 2 ®ao?3P2oo5-Sfl:;^. _ &®P ao’l ®-|P|r-g^ 1-^3 S3=Po2'g go^aa’tja.^^abSs 2-NHp II i-al'sd ll^^'SlSN.IIdll 1^1 a a I O <1 HPHEob PPPH<^ p <1 O goppp^l 53 000 o a o c o c o o o c o c o P P 00c oca P P P P ^ 0000 PPPP o o pp 000000 ppppfip 000000 ppppflp 2 p STATISTICAL TABLES. 839 Table XXV. — PuMicaiions, educational, historic, 4'G.,for 1873, ^’c. — Coutmuecl. 840 REPORT OF THE COMMISSIONER OF EDUCATION. O O O O O. O : (n 1-1 (71 CO ‘o Cl ro m ci t o a; ^ tQ ^ 5 d lO IC Cl (Md O Ci O CO Cl O a o 3 >a Cl 00 Cl O 5 § > = 3 CO Cl Cl » o o o 1 Cl Cl Cl i I > > Cl Cl 00 GO • o ? !|o § § o o § g o §1^ ® I c» 2 22 o o o a a a cc o o O A < p H a o >1 X N s p p • ^ p^. p a a 5 cS a rt P X pP-2 P P O P A . 1 rn A '5 a '^2 [SA (-1'^ H a .£ aT kh.II '? P 03 Ci f8P2g.a a^o a « a ® IS S a ■a ® o s a ^ ® ®cc a a (H c3 o -; d ■£ J ^ ■ ^.a A' a 2 Ax a « SA PS o<^ _g 03 a-^ a 2 3 ® lJ ^ ^ cq ^ >“<1 « o P> ^ . a f-c a r-1 o AHoa2 P ^ (B ax j ^ H Ph HH jA a' V 05 C .fR « 3 o ^ ^11 • P X OlJ-2 A 3 g - ^ 03 ft.g Ph aW ^ ® "o a X a axi HXH oT. app'^ X la a^H2 as .2 a 3 c A a ® Ip a o a [x S 3 a • a a a <^| SCO js a :/3 S'- §cZJ_^ a a a a x. a a a .X iJCt,, ccA o S' •-a ^ ■S w a ^ X .5'^ Jr^xIrP'ai ’f^la^A; iO' uBn "-x g S o c A aAA’ rv, cS a afiq a a S o a ■£ P a 2 I- |2 3 ^ 'o,>, =i-(X 2g? "o 00 A ^ A x’a A § c a CQH M ^ O ^ H ijo Q >; c3 P xA g^a O ® s -A p i o o §) i>^Fi S' ??A ■“ ' ' B ® a j. 4^ l|Pi|i^ll "c3a3t-. ArS^A jXX 2 a a A -..1 ijD a § a M ” • CO ar l&H ojcA-: j f-iX :j cs 'o ^ ' a g rtM > a • !/2 -t> X Am o:-^ a a-li "^^^A'Sa 30 2 'c g c a A P A a p a o APP a*'^|s|i^gs ai^al^elS'S Sp^fiSHSSg w --^DO'CJC^HAA^ Zj.r? 3rit-aa®2 o g d s ^ O c5 S X ^ 2o o o2o22oo 3 > t> K'G!>2Sp>t> ci X X X Cl X CJ ci X X 2 ® ffJ 00 c c o o o 3 3 3 3 3 «C OJ O O'? Cl oo oooooo 33 333333 (M O Cl Cl Cl Cl X> Cl iS^Sa.^ i ; ai» : i i ■ d - - - -:2 i •:a' -'Ti cu j c 2 a - ••" a .2 §3 ? aT® • . |3 2;:;=P«^ g 35 00 -2 p 7 M a 7 -^' 'S 2 g w 3 ■ap JO 9 «3.3 t-A a' yr c .3 K " . .as • >i ^ o ij o sc i? I 5 -r rC o j: g05' — a=c§2l-- 0^ i- goQ a Sa 3.2^“^a ° h,® § - 2 ® S -3 7 7 7 >, a 5 2. ® 3 - 3' ^ g aa «g5®ad^r=J S=^P-57-7 bc2 g'-^p s 7-5 § "S ' rt' ;i3_a3o c 3 a a.27a^ 0^3 3^ 2P«2 i|p^ s II3- 50 to a a Sno "CfitH 'S i ®||£ .2 77MS|ii^^ |7^^;a3a5|g^ 3'=7'5*^^2.S a I I ol - “ 2" 5?-^ ^ cq a ®.®%®P5a3 S'” ®7 ®'^ “ o ®'I3 o caa 2 O ^ ^ c d O QP >-( l4*— - X (!> CC o ® ata o- g ® hq f- :W ■ 9 ' >7 • til' bf.7d g I ® ® p si® tb. ^ ;q= 7-3 <132;3 ^■■3^ "® ® o; ® > ® 2=^p^d2 g5«'7§ ® O ^Jp 'O! !» '3 Pm ^ oO|-53 ®^ HSpqnSHpMPOpqqfqH'sj SO p V,- — -a g: -a. a ■a 3 ® 7 7 3 ^7‘7 5 So 3 7 3 3 ^w^g^P.SSa O <1 *< O H P i-q p Pq a 333p«2p .-3^ S .s23||^||||g,. O ' S ®r,-;i7 r- M g ^ i-i ;:? ii|>.|l ^p,7g®^ O ^ j:* C 5 '* i; PD O O fl 'HgiS’l'l 9 a :r[ ^ ^ .2 ‘ .S ^ +q> o 3 -»lM3|p ^2qS®23 p-< ccHH ccOH

  • ; CD HI a o 5 i-qi pp^ ooooooooo pp 3 § pl >> : o3 sc® .5p io 3 'Z o — 50 , P f- ;o o o2^5’2o o • g 5 I SP mP g i I sg ^.T'PaQ 3 i hp gp |p '-SP p^d PH 5^ P P =3 0 0 •< M P ^ ® O O S-i O ® ^ ra p . <1P Table XXV. — PtiMications, educational, Imloric, cS'C.,for 1873, — Coiitiuiiod. 842 KEPORT OF THE COMMISSIONER OF EDUCATION. c l- o w-i n Irt Cl r-i LO = ^ re Lc ro ue -o Cl oD T— ic o o o S 3 Cl 5 ooo oooo o 333 3333 3 d Cl Cl d Cl 00 -o Cl ooooocooooocoococoo cc o S3ES3S33533SS333SE3 33 3 ddddddcidddddddci^ddd cS'3 d ta a .S ® a .2 P o — < ^ 50 ^ r? 3 2 - o o q CO ^ kiH g 2 >1.3 i ^ ^ W 6 1-5 _ ® p ® gets - o C! 3 31 >v =f j 2 f> -=.5 j So 3- 35 ^ 3 . = bt a S ? :2'S3ci5 :p 11^ Pd.S . , M ^ ^ a 'Sd 'S .3 V * 'P. a t- = - 2'^ .O 2'-' . -3 C5 >. a . t> A rifi rr a = .3 . * . sc • a : sc > :-5 :P . 01 • S ;o iw :M :d :-S B* ‘ o 'a ■ o ^ \d m .=: "o & :■ ' 2 ■2.^5 3'- 3 .1 2 fill o a Co X .• aAi o . 3P 1 1 il si||!slsl| I ill -I il « n1 la I i illlisi-i 1 1 11 p^W^1= Wp 0))loii,i;' 8 VO. STATISTICAL TABLES. 843 OO OOIOIOOOO U*5 O O O Ci O O O 2 2 2-*^ 2 0 ' 0 c fe >'.000 d d ■ 0 ? a 3 a -p p p p P p a I 0 t> QO » !iP > >p£§ ‘ p-o _r a :rJ2 ‘ On3 oa C *3 > aas §p a. g S ir- ~ ' ^ ^ S (Ti ^ %4 c^.|s||jg?=. 'a p S'^ i-;^ o 1^5 a .2 -3^ ^ P - a H 2; a >i:2s|p2S,.l^ -3SPc"PaH S p a N| >£ p _ P * •PP 2 . ® t>5 'SP3;2 Ig^l p 7j !Z3 53 p, a ^ 3O g- i ®.p-a a .§[>>§ c>2-^^'a-2 1-^ tjc gp^l^o^-^aJap^ „.pa!>OEO^®.5 o o 2 <0 .9 ^-X- a o 11 ® ^ p .p b 2 « ^ ° ■p sr. . • '^ -rr D 2p^ 1 a p -r- M - ^ -P 3'3i£t;'^5£®2't!oS 3 P-® g ®c« o a^^aaao®p;a3 P.^-2^rr S'PP pP'-g ■ r;^-p^ ® j 2 g ® a5 r-W P'S P "-r^rP aj-a) cc ® !> 01 P P §1^ 2r2 ao rt 5 2 3 5P >= P^p «■•” M a . 2S 00 J rtou 2 p. ® .-5^ PaJ^Pi: --liil!’ P o' p-J 8§ !P'S ^.p 51 ^ & p a t-® aTb fcip' p5:c z ® ®5 Sa.iSjgcblo'p v>^f9 ^ ^ o ^ r U:2 ■*i . ^ J c; g p3pp" o g a PHo - a ^ i j CC (O p- ' ^ ^ r^>.§^5| K 2 P ^.'P >;P ®5 a p .p;:^j3=i^ g ® 2 0 § S o 'Ii5a:&5^ 'mcO § ® § g CO OPib g.2 bt! ::op* ■•a p ®55555‘3 g® '2'r'2'2'2'ra poo 0000 oH F.p o PPS'P ® g • PP 000 CO cooo :l e? O to o ® ■< a p -33 as 05 ^ ® ^ t^.-q Ip CO yj 0.2 Op: p ®co ‘^'a'^l'po o.. '^|l« oai^^si Ec55;ap5 <'5a^aa a ©.S a I in a ® as ffl P a rj r-i o pP a O ® o ® ^ as P § g « I <1 P o o PP ,a p ® pH P iPP M Table XXV. — PuMications, educational, hisioric, tj'C.,for 1873, — Continued. 844 REPORT OF THE COMMISSIONER OF EDUCATION. ■E £ pH ^ 'rt {-4 o o o o o c: o Oi c;? o 1.-: o O in o lo o o i.n o o o in o o o lo o o Cl w O l'* o o c- o o o Cl o m S P- m *o Ci rr rs o •xC Ci 1-^ c- o r-H X) »n o © a a Cl Cl ? ?jc 2 o 2 o S ? c t> S > Cl ^ Cl GC Cl X a a bJDO C O O O a a a £ a o § 2 © o § ^ ... >2a>>2 OOO QO OJ CJ3<* OOCJJJQOQOC^^QO t-H tH r-l r-l H tH T-( ^ i-i T-< rH T-. W o o CO 00 rt O O O O 3 5 E 3 •S 2^ a :|p 9 Ph ^ d5 t-5H^ W-2 " CD A M P p <4 Icc ’S ^ t> o 02 - I o « '^'o P p3 ce3 ,3 ^ -.H SH a^PP^ o02'3 35 .pp .~p*^ p tS| a I -•3 ri^Pn o' >, 's i c . £? “s.s^^-3 E.aS P.O ^ a ■> >3® U © *3 o © (U cn P ll > P p ■ ^p S - o H P feit'Ci .p ^ ;§ H .M ^ ''1 >3 ; ^ P2 ;9 ®'2-§ o-i^ d pa n© ^ . © b&§ •fi :p fip fip gp P ^ p-ag p PP<^§f^t2 p^P^.I O - EP o '"' .2 ® c2 -lS i_: ii=iri1f;ir fi : : a" 1 S-i I p I ^ i p : p" i>^ |p^13 ^ .S3 .dPoS® pP ^ c3 r;> V ^ J K. > -« © 5^^ •^ © fl A ®rd|fl _rg ^ grP^ ^Po§^-l-l3||is^^al|fl- 9-5®2abb®-a-2 APop ■g'o^§l®^is5l^PadO«^P|;^v2 - d.alH-S §6 g >o4hP « S3 1^15:5 ^«l|| § I o d ; t^;EdaP p § |3--S:aP^ ^ap I § a Ipo §|§lg3S 2^5 bs| I '®o--o •Sa2®®t>.pS®"i:-d •al-gia §ila I®. si PhMcS of the Old Testament, Eliiis Kigss . i l2nio . i 130 i 100 STATISTICAL TABLES. 845 o o o o o o o O O O O u-5 O O O b- o o o < O O lO O O b'; ; I Cl ' liggi'i -t Cl 00 00 ^ ^ k O O P 3 3 o o a 3 at I 1 > (o m 00 o o > > 00 00 3 : o o o • o o o aSBSBSB (71 CO O (M C.O 2 § O 3 2 § <7» 00 CC (M OO CM 01 a ■ P :p hS s a .3.2^ > pI-^ o' > ®“ (B c oa Wart .3>§ •^■ar p. fiP( 35^ ''H w 22o ^ ^•1 w>, ro 5 a-S ■W >■ ® OD 1^® S 73 fe (B S >5 o a o =” o as a o;v,g^ a a ‘r3 a o l-S ® 8 o i>5 rP ■ B- 6: ,3 ® P - a ." •• •• o*;rH 5 o a P.2 a www-.a;3a3 o'S § aS'sgaSsg 1 = 3® 11“ S' ItJ o:§a Irt p 73 a ® -w rt 25 P o p fp 1-^1 '3j|^ ^ Sp 3 i ?TSf rt a pp pp o § p, t. a •§3 3<1 co<^ ® >, a'a ajP- , o . a . ® ■ P4 ! M -. j ■ ® = £ 5.-2^ - ©ci’oS'p » 'g _ . P tT rt ^ ^ rt 3 -31 . 'a (D _ 0 o .-a^ ® o o a: = ^a|.pp^- = p. o a 2Plh 202q a a '7H 3rP ® ® P 3^ a a a® o 3=8 ft rt 73 CL Q P.2P: P25 — "3 ^ Ph 30^^- ; i :p :P OJ ^ -o -ap^ • ifeig ^•Pp ® ^ ■ tP ft a'j a 3 a o 2^ 3 o 3 S ~ p P ft ci .^'cS ft w7 . ^ c r-> o P o ® ^03 c,_| q'ft d B ® 73 O oft H. a'a.g - “ ® ft t-S b' ft p . a rt ® g a ft P-aBrtpjgoa p a.E^ft'-: S C O CT’ ^ ftoft 2 ® a:^ ® ft “ 115^51 &=rt ^ ^ H v rt c3 , 9 •SftftOpP ■^.ftiaftg a qno fc. ft.2 rt J- gft o ftP-CC ® a •rH -.H ■ 8 O I 3 ^ .„ift ft® a, ' “ - 5 o o o B ' « j-^ftftft P'O rt B >P-B <0- ■ w g . Ip| ftft ft^. ap^p'^ ft O f^® ^pp’pft pft ^ ^ k c-^ o qH Mpi3 g /2 ft ft !/3 C» c/2 <1 ftftp ftM ft c CO o ® > ■fta-pP 'P'S^ftB .P3®Po O S^B rti3 P ® o c fta'^^ 2 Tcl^dftPS ® ft p-a; a ® O rrt pSo — bft^c^-a M cu ^ m X w 73 ^ I o 2£-Sa2^P'2--rtf^ cP-rt 2 2^ P PP pp CO '*^ ^ w n- . _ p.3-rt.3ft.rt -5 a a ^ a P^ ® .r-lo-.rtaoB®ftO^- ®P B ® O gpl’S g § B't) fc|i ® o' B ®j ® a X3 W’ft a 2 a w®^ ft ft p rt o ® 2 ^ a P7Q a p - o^ a -•'^'2:3 27<1 rtft —ftmMiT mft = ft.g a Hftccp p^§ gu 5 H.8lgpa1i1i.l1^i2E> ft [£ .p §■ l^dj'ii-a., o S ®^ ft.®-' ^ g H S .5 ^ (J :g rg p:: j h-; ; Table XXYl. — Statistics of Kindergarten for 1873 ; from rcidies to inquiries dy the United States Bureau of Education. 8i6 REPOKT OF THE COMMISSIONER OF EDUCATION. •JT39.C m 9?f 99 A\ w § ^22j2^ ;252 2 ® ® ^ ■uoissas TIT s:5T09 A\ 1 •••I'ooooc^ ic^..i*T-Hc;0' 'O* 0 0 • •3[99Ai. J9d[ 8.£B(I 1 11 0 LC 0 LC 13 :© 13 13 13 13 0 L3 3! 13 13 13 13 13 L3 L3 13 13 13 13 13 13 •Abp jgd sjnoH 10 CtCOfO'^C^COCC-^-^CC CCCC-^CCCC cc’io -^CCCO XO-^CC CO 10 •B9Sb q^q^A U99jA^9a; 9) I’ 00 00 t- t- C3 T- CO CO GO t' ■ CC 00 1^ C3 t- I 00 CO r- 00 T- TJI 4- C3 AcC CCCO^'Cc'Tci C3 Ic34iCO'4'4'i3 I A CCCC-Jc cc ec •4* CC -^1 . C3 ■ •epdad jo joqninyi; QC i> rf00 d T-ldrlr^tHT-lT-HT-Idd rHi-HrH,-!rHCC-HdC0C3 CCrHd CO .-1 rl I" <1X1 x. ^ a o o — o « o 9-a P 0 0 ® p 2 a p>i « ® § a 03 ® ® ® ® >-.<15 w 3 ® 3 1 oij 3 c/} ® 0 3 XX a-aPiia] ® a a ® _® a ® 0 aTj^'So 1 b ® ffl a ® £ a a a 5 3 ffl 3 0 P jc! a “ a S P 3 3 33 a ffi - ® ^0 0 •e!).i3Aij:d JO oitqnj; ®®0®©a3®®®® ®oo©® '©DO® > !> > •popunoj ueq^ OJ O Oi CO GO ai ^ fl id-i : ^ . ® Kj ^ ffl = 2||l *S r'v •+^ O fSZ s§ c > 00 X SA cc 25^1^ S oS ' o lT c ^ _ ^-S i ■p'p 5-^ ©2^0 hOccH 1-5 ® a" 2 'o'p 5 a j ® o'^ 0.2^ ® s»’2 p S tP ©pq ;(>H 5 i ® ;g«2®| .3 >-1^ . • lH ^ P a. ^•il Ci^ <1^ ^ «i-2 a^ ® ®.2 ” -r • te ® ^ ® ®'2 p^ ^ p ® .a b .2 -5 ^ ■ 2 g Oj X X 3 -a • , S-ts-s 'S 2 a i5 O ®l ® "2 pbW w • • o ! 1 M pq gP ;® :|i is 2 1 ibcc o !^.kP 03 03 i>>a (B a: ® 3 2 c/3 g a aj ® 9 p ® (E o a.a a^ S s'® 75 73 <) . ® S ® • 2 c«CC ^ -9 ®asi 'Sti § ■aMP M 03 3 £•2 * ^ a co" ®‘ gcc^-2 o' "<2115 a! 3 ® a .• •joqranjq C-JM-^lOtOt-OOSlOT-i o< Cl Cl d Cl Cl Lexiugton aves., jSIew ^'ork City. SrATISTICAL TABLES. § 5 ® ® 5 irt o o lO iO ic L-S LO ^ o ^5 ^'o I 5 5 ■ S 3nn "S 3 p' S S S 8 t2 gt'SSS :s S SS reparatory schools, 417. (See, also. Tables V and Vl.) Normal training — notes on normal schools, 417, 418. Superior instruction— University of Wisconsin, 418,419; summary of statistics of colleges for two years, 419 ; statistical summary of universities and colleges, 420 '; statistics of alumni of Beloit Col¬ lege, 420 ; colleges for women, '420. (See, also, Tables VII and VIII.) Professional instruction— statistical summary, 420. Special instruction — Institute for the Blind, 421 ; Institute for the Deaf and Dumb, 421 ; Soldiers’ Orphans’ Home, 421 ; Industrial School for Boys, 421 ; Wisconsin Industrial School, 421, 422 ; the State Prison School, 422. Conventions, institutes, &c.— convention of superintendents, 422 ; teachers’ institutes, 422. ObituaTies— Rev. M. Montague, Prof. J. J. Bushnell, and Prof. J. K. Purdy, 422, 423. School-officials— State- and county-superintendents, 423. ^ Summary of educational condition of, xviii. Women : Education of— remarks on, cxxxiy ; statistics of excess of female population in Europe, cxxxv ; in several of the United States, cxxxv : statistics of excess of male population in several States, cxxxvi : vital statistics, cxxxvii ; duty of educators, cxxxviii. Special instruction for— in Boston public schools, cxl ; work -schools of Switzerland, cxl, cxli. Education of— iu Wilrtem berg, cxli; industrial schools, cxli, cxlii ; institution for industrial-school- teachers, cxlii, cxliii ; adult-schools, cxliii, cxliv ; normal school, cxliv. Higher education of, in other coantrie.s — in England, cxxxviii, cxxxix ; in Ireland, cxxxix. Worcester, Massachusetts: Schools of, noticed, 176. Wyoming, Territory of: Elementary instruction— school-finances, school-population, school-statistics, teachers and their pay, general remarks, 468. Zanesville, Ohio : Schools of, noticed, 319, 320. THE END. 1 DATE DUE DEMCO 38-29' 7 L in • A32x 6t02?€lg6 g, ^s'js